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March  26,  191 8 


THE  AMERICAN 
RED  CROSS 

Department  of  Development 

Junior  Membership 

Washington,  D.  C. 

A  Program  of  Junior 
Red  Cross  Service 


Outlined  in  Proceedings  of  the 

Educational  Conference 

January  7,  1 9 1 8 


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UNIVERSITY  PRINTING  OFFICE 
COLUMBIA  UNIVERSITY 


Table  of  Contents 

I.  Red  Cross  Ideals  for  American 

Schools  H.  N.  MAC  CRACKEN  I 

II.  Opportunity  for  School  Chil- 
dren A  Brief  for  the  Junior  Red  Cross        7 

III.  Origin    and    Explanation    of 

the  Conference  and  List  of 

Delegates  10 

IV.  Greetings  to  Delegates 

1.  Introductory  Remarks  john  h.  finley       16 

2.  Greeting  henry  p.  davison       18 

3.  Greeting  philander  p.  claxton       19 

V.  Educational      Program      of 
Junior  Red  Cross 

1.  Good  Citizenship 

A.  Through    Personal    Hy- 

giene and  Diet  e.  v.  mc  collum      24 

B.  Through  Public  Health    taliaferro  clark      26 

C.  Through    Education    in 

Nursing  JANE  A.  delano       30 

D.  Through  Cooperation 

with  the  Nurse  Isabel  m.  stewart      32 

e.  Through  Protection  and 

Rescue  edward  r.  hunter      35 

2.  International    Good  -  will 

through  Mutual  Knowl- 
edge and  Appreciation 
A.  Community  Music  edgar  b.  Gordon      38 


372600 


IV  TABLEOFCONTENTS 

B.  World  Friendship       gilbert  h.  grosvenor      40 
c.  Protecting  the  Child's 

Heritage  in  Nature       frank  m.  chapman       53 
D.  The    International    Red 

Cross  ELIOT  WADSWORTH         56 

3.  National  Ideals 

A.  Citizenship,   Ideals,   and 
the  Junior  Red  Cross 

J.  MONTGOMERY  GAM  BRILL         58 

b.  American   Character    Il- 

lustrated through  Lit- 
erature and  History        edwin  greenlaw      6i 

C.  Americanization    of    the 

Immigrant  harry  h.  wheaton       66 

4.  Educational  Methods 

A.  How  to  Organize  for  Pa- 

triotic Work  in  English 

Classes  c.  c.  certain      68 

B.  The   Use  of  Drama  for 

Junior  Red  Cross  Work  peter  w.  dykema  71 

c.  The  New  Civics  j.  L.  barnard  74 

D.  Community  Activities       henry  e.  jackson  76 

E.  Remarks  Margaret  s.  MC  naught  81 

F.  An  Hour  a  Day  for  Red 

Cross  Work  by  School 

Children  Arthur  d.  dean      83 

VI.  Cooperation  in  W^ar  Service 

1 .  United  States  Food  Admin- 

istration FREDERICK  W.  WALCOTT        89 

2.  Cooperation  with  Extension 

Service    of    the    Depart- 
ment of  Agriculture  o.  h.  benson       91 


TABLE    OF    CONTENTS  V 

3.  War-Savings  Stamps                    H.  E.  benedict  97 

4.  Cooperation    with    Educa- 

tional Authorities : 

A.  Remarks                                     F.  B.  Pearson  100 

B.  Remarks                                 james  y.  joyner  102 

VII.  The  Junior  Red  Cross  at  Work 

1.  Junior  Red  Cross  Ideals  anna  hedges  talbot  105 

2.  Remarks                                     justine  r.  cook  107 

3.  Refugee  Garments                 Elizabeth  s.  hoyt  iio 

4.  A  Tale  of  Two  Cities  1 14 

VIII.  Resolutions  Adopted   by   the 

Conference  116 


I.    Red  Cross  Ideals  for  American  Schools 

H.  N.  MacCracken 

Director  of  Junior  Membership  and  School  Activities 

Relying  on  the  magnetic  appeal  of  the  Red  Cross  to  the 
American  people,  the  Junior  Membership  has  undertaken  to 
enroll  every  school  in  the  country  as  a  "Red  Cross  Auxiliary 
and  a  Center  for  Patriotic  Service."  The  Red  Cross  insists 
that  the  emphasis  of  the  movement  is  primarily  on  education ; 
secondarily  on  production;  and  finally  on  financial  support. 
The  slight  shift  of  emphasis  from  that  of  the  general  purpose 
of  the  Red  Cross  does  not  mean  that  the  Juniors  are  not  as 
complete  and  as  valuable  members  as  any  whom  the  Red 
Cross  enrolls,  but  they  are  strictly  occupied  with  the  two 
proper  businesses  of  their  lives — play  and  school.  The 
Red  Cross  can  ask  that  a  business  man  or  woman  give  up 
private  enterprises  and  devote  energy  and  income  to  war 
service,  but  it  cannot  take  a  child  from  play  or  school  work 
without  full  recompense  in  recreational  or  educational  values — 
not  only  for  the  sake  of  the  child  but  also  for  the  future  of  the 
Red  Cross  and  of  the  nation. 

Wondering  whether  the  Red  Cross  realized  this  fact  and 
perhaps  half  fearing  that  the  schools  were  to  be  exploited  in 
the  great  need  for  supplies,  educational  authorities  waited  to 
be  sure  of  the  purposes  of  the  Junior  Red  Cross  before  endors- 
ing it.  When  the  plan  of  organization  and  the  emphasis  of 
the  appeal  had  been  made  clear  to  the  National  Commissioner 
of  Education,  he  gave  the  Director  of  Junior  Membership  his 
blessing  and  sent  him  forth  to  the  work  with  his  hearty  com- 
mendation. The  Commissioner  recognized  in  the  Junior  Red 
Cross  the  agency  which  might  serve  to  coordinate  all  the  civic 
and  patriotic  enterprises  which  claim  the  attention  of  the  schools, 
and  which  might  stand  guardian  against  unworthy  demands 
upon  the  time  and  enthusiasm  of  the  teachers  and  children. 


2  JUNIOR  RED  CROSS  SERVICE 

Early  in  January  an  Educational  Conference  was  held  at 
National  Headquarters  to  discuss  the  department  of  Junior 
Membership  and  School  Activities.  Educators,  officials  of 
the  Red  Cross,  and  representatives  of  Government  Depart- 
ments came  with  suggestions  about  the  scope  of  the  work,  the 
methods  to  be  used,  and  the  spirit  of  the  undertaking.  Dele- 
gates from  both  coasts  of  our  wide  country  and  from  many 
intermediate  states  reported  their  experiences  and  discoveries. 
Nine  State  Superintendents  of  Education  were  present  and 
took  part  in  the  discussions.  Directors  of  Junior  Membership 
who  had  been  working  with  well-organized  Auxiliaries  offered 
numerous  practical  suggestions.  The  two  days  of  the  Confer- 
ence enlarged  and  clarified  everyone's  conception  of  the 
opportunity  before  the  Junior  Red  Cross.  The  children  will 
without  doubt  make  most  inspiring  Red  Cross  members;  the 
schools  offer  a  ready-made  organization;  the  cooperation  of 
the  Red  Cross,  educators,  and  Government  committees  is 
assured.  The  remaining  school  months  of  the  year  are  plainly 
thegresLt  seed  time  of  the  Junior  Red  Cross! 

The  spirit  of  the  Red  Cross,  if  rightly  interpreted,  can  stimu- 
late all  the  present  school  work  and  add  to  it  possibilities  of 
service.  The  schools  that  feel  it  impossible  or  impracticable 
to  modify  their  school  work  are  by  no  means  cut  off  from  mem- 
bership, for  all  unselfish  service  or  preparation  for  service  is 
legitimately  Red  Cross  work.  If  history  is  so  taught  and  so 
studied  that  the  age-long  struggle  toward  liberty  and  democ- 
racy is  vital  to  the  students  and  they  are  impressed  with  their 
potential  part  in  it,  both  students  and  teachers  are  doing  the 
highest  kind  of  Red  Cross  work.  The  Red  Cross  can  make 
geography  alive — maps  plastic,  and  boundary  lines  things  to 
be  blotted  out.  The  quaintness  of  foreign  countries,  their 
strange  customs  and  dress,  all  their  differences  from  us  are 
well  emphasized  and  properly  so  in  our  school  lessons.  But 
the  Red  Cross  would  train  our  young  people  to  be  better  citi- 
zens of  the  world  than  we  have  been.  The  way  to  begin  is  to 
teach  them  the  true  oneness  of  the  nations.  English  teachers 
have  the  best  opportunities  for  interpreting  to  their  students 
the  spirit  of  other  peoples  and  other  times.    They  deal  mostly, 


IDEALS    FOR    AMERICAN    SCHOOLS  3 

however,  with  the  very  genius  of  our  race  for  which  we  believe 
it  is  our  patriotic  duty  to  fight.  Their  possible  tools  have  been 
increased  by  the  memorable  pieces  of  literature  brought  forth 
by  the  struggle.  It  is  a  conservative  prophecy  to  say  that 
President  Wilson's  War  Message  will  take  its  place  in  the 
schools  with  Washington's  Farewell  Address,  and  his  Lusitania 
Note  with  Lincoln's  Gettysburg  Speech.  As  the  new  ways  of 
teaching  English  through  dramas  and  pageants  develop,  the 
great  Red  Cross  ideal  of  community  spirit  and  work  will  be 
put  into  visible  forms.  Indeed,  putting  the  principles  learned 
at  school  into  practice  is  one  of  the  chief  advantages  that  the 
Red  Cross  offers  its  Junior  members.  It  aims  to  carry  the 
lessons  in  civics  and  politics  onward  from  books  into  actual 
city  or  country  life.  The  student  is  to  learn  of  public  health 
not  only  from  lectures  but  through  keeping  the  school  building 
and  yard  and  the  vacant  lot  on  the  corner  clean.  Many  schools 
already  have  their  Civic  and  Vocational  Leagues,  or  other  clubs 
with  similar  titles  and  objects.  The  Junior  Red  Cross  has  no 
desire  to  supersede  these;  it  works  in  unison  with  them  and 
carries  the  benefits  of  their  experience  to  less  fortunate  schools. 

HOW  THE  BOYS  CAN  HELP 

Where  schools  have  extensive  vocational  courses  the  Junior 
Red  Cross  can  make,  perhaps,  the  most  immediate  and  prac* 
tical  suggestions.  We  are  familiar  with  the  cry  of  some 
teachers  of  manual  training  that  the  making  of  coat-hangers 
and  book  racks  does  not  satisfy  the  boy  because  he  sees  no 
necessity  for  his  making  them.  The  Red  Cross  comes  to  these 
teachers  with  a  need  for  articles  requiring  no  less  technical 
instruction  and  skill,  and  of  immediate  importance  to  a  great 
national  work.  In  one  large  city,  the  classes  in  manual  train- 
ing equip  Red  Cross  workrooms  according  to  the  directions  of 
the  local  Red  Cross  Supply  Service  and  under  the  guidance  of 
the  regular  teachers.  Classes  in  domestic  art  and  science  have 
also  a  boundless  opportunity  for  Red  Cross  service.  If  the 
war  is  not  finally  "to  be  won  in  the  kitchen"  nevertheless,  the 
cooks  of  the  nation  have  it  within  their  power  to  aid  powerfully 
and  perhaps  to  shorten  the  war.    The  Red  Cross  aims  to  help 


4  JUNIOR  RED  CROSS  SERVICE 

the  teachers  of  cookery  to  get  the  situation  before  the  girls  of 
the  country,  and  to  furnish  the  future  housekeepers  with  the 
most  practical  ways  of  saving  efficiently.  No  part  of  the  pres- 
ent science  of  cooking  is  to  be  slighted  but  the  schools  are  urged 
to  incorporate  in  this  and  all  departments  the  teachings  forced 
upon  us  by  war  necessities.  It  is  natural  to  expect  that  many 
of  the  supplies  contributed  to  the  Red  Cross  Chapters  will 
come  from  the  vocational  classes,  particularly  those  in  manual 
training  and  sewing.  It  is  not,  however,  these  supplies,  valu- 
able as  they  are  to  the  Chapters,  that  the  Red  Cross  stresses 
for  school  children.  It  is  education,  for  education  is  the  busi- 
ness of  children  in  school  and  education  is  the  great  safeguard 
for  the  future  of  the  nation. 

IN  UNION  THERE  IS  STRENGTH 

Now,  more  forcefully  than  ever,  people  are  realizing  the 
need  of  working  easily  in  groups.  Even  such  a  large  unit  as  a 
nation  finds  itself  threatened  and  weakened  if  it  tries  to  stand 
alone.  The  school  children  are  growing  up  into  a  world  of 
group  forces,  becoming  more  highly  organized  and  including 
more  and  more  the  peoples  and  territories  of  all  the  world. 
Upon  the  ability  of  the  future  citizens  to  use  these  groups  and 
to  grasp  their  significance,  depends  the  progress  of  the  United 
States  toward  a  goal  almost  too  dazzling  to  contemplate. 
Many  are  the  clubs  and  other  organized  forces  claiming  the 
time  and  attention  of  the  school  children  and  another  effort 
may  seem  superfluous.  However,  the  Red  Cross  believes  that 
it  offers  a  new  and  valuable  opportunity  for  effective  group 
working  because  of  the  almost  unlimited  size  and  variety  of 
the  Red  Cross  group.  Many  children  know  how  to  work  with 
their  own  schoolmates  toward  a  common  end;  some  fortunate 
young  citizens  have  taken  part  in  active  community  efforts; 
special  societies  and  kinds  of  schools  have  united  children  in 
widely  separated  geographic  territories.  The  Red  Cross  hopes 
to  learn  from  these  successes  and  to  work  in  harmony  with 
them.  But  there  are  many  children  who  have  never  yet  been 
given  a  chance  to  work  as  a  part  of  a  national  or  international 
group — a  group  of  men  and  women,  boys  and  girls,  soldiers 


IDEALS    FOR    AMERICAN    SCHOOLS  5 

and  civilians  of  many  creeds,  races,  and  colors.  The  Red  Cross 
offers  this  chance  to  all  our  children  in  school  or  in  any  organ- 
ized educational  center.  It  wishes  to  give  the  children  a  sense 
of  their  relation  to  all  its  millions  of  workers  who  are  striving 
to  make  the  world  happier  and  it  wishes,  also,  to  give  the 
children  concrete  opportunities  for  contributing  their  work  to 
this  great  effort.  All  the  Juniors  should  feel  their  particular 
place  and  importance  in  the  Red  Cross;  they  should  realize 
that  the  Red  Cross  Magazine  is  theirs,  also,  as  members  of  the 
organization ;  that  the  National  Headquarters  are  at  their 
service;  that  the  country  is  theirs,  and  that  they  will  govern 
it  for  better  or  for  worse  after  their  teachers  have  done  their 
last  work.  Moreover,  this  realization  must  be  accompanied 
by  actual  ability  to  work  with  and  for  others.  Perhaps  there 
is  no  better  text  for  this  lesson  than  an  account  of  how  the 
garments  made  by  Juniors  in  some  town  in  Montana  or  Louisi- 
ana pass  quickly  across  the  continent  to  the  Atlantic  coast, 
over  the  sea  to  France,  and  finally  into  some  desolated  village 
where  the  war  refugees  are  striving  to  make  a  home.  It  must 
mean  a  great  deal  to  an  American  school  girl  to  know  that  the 
comfort  of  a  French  child  may  depend  on  how  well  she  cuts  her 
cloth'and  takes  her  stitches;  to  an  American  school  boy  to  know 
that  the  packing  box  made  by  him  will  carry  supplies  to  France 
and  will  there  be  split  up  and  used  for  shelves  in  a  hospital. 

All  School  Auxiliaries  may  not  be  able  to  make  actual  sup- 
plies and  all  may  not  be  able  to  aid  financially.  The  slogan  of 
the  Christmas  Membership  Drive  of  the  American  Red  Cross 
was  "A  Heart  and  a  Dollar  Are  All  You  Need."  But  all  that 
the  Juniors  really  need  in  order  to  begin  is_ajieart-  With  the 
permission  of  the  local  Chapter  School  Committee,  a  pledge 
to  do  really  earnest  Red  Cross  work  can  be  substituted  for 
the  payment  of  dues  by  any  school  feeling  the  financial  bur- 
den too  great.  But  the  Red  Cross  does  demand  of  its  members 
service  and  the  true  service  that  is  given  with  sacrifice.  The 
world  of  today  is  to  be  the  children's  heritage.  They  cannot 
hold  it  without  labor — they  cannot  make  it  into  a  worthier 
and  more  beautiful  abiding  place,  as  we  would  wish  them  to 
do,  without  learning  to  give  their  very  best  to  the  task.    The 


6  JUNIOR  RED  CROSS  SERVICE 

power  to  serve,  especially  to  serve  effectively,  requires  careful 
and  patient  teaching.  If  the  children  save  and  earn  pennies 
to  swell  the  Red  Cross  fund,  if  they  rip  careless  stitches,  if 
their  lessons  are  accurate  and  not  slip-shod,  they  have  made 
small  but  by  no  means  insignificant  beginnings  in  the  school 
of  world  service.  The  Red  Cross  calls  to  every  child  to  enlist 
head,  heart,  and  hand  in  the  struggle  for  a  happier  world. 


II.   Opportunity  for  School  Children 
A  Brief  for  the  Junior  Red  Cross 

A,   The  War  in  the  School 

1.  Juvenile  delinquency  and  truancy  have  been  enormously 

increased  in  the  warring  countries  of  Europe,  on  account 
of  the 

a.  Withdrawal  of  men  from  homes  and  schools  for  military 

service,  and  the  use  of  school  buildings  for  military 
purposes. 

b.  Economic  disturbances: 

Changed  earning  power  of  families 

Changed  standards  of  living 

High  prices  and  shortage  of  necessities. 

c.  Tremendous  stimulus  of  present  day  events  to  youthful 

imaginations. 

2.  The  responsibility  of  saving  the  children  of  America  from 

the  unsettling  effects  of  the  war  becomes  the  great 
opportunity  of  the  teachers  of  the  country.  The  prob- 
lem cannot  be  avoided.  There  are  two  roads  open: 
The  teacher  will  either 

a.  Ignore  the  opportunity,  or 

b.  Capitalize  the  stimulation  of  this  great  period  to  its 

full   educational   value  for   the  development  of   the 
child  and  the  benefit  of  the  nation. 

3.  The  Junior  Red  Cross  can  be  the  instrument  for  turning 

the  stimulated  imagination  and  energy  of  the  children 
into  channels  of  constructive  patriotic  service: 

a.  The  effects  of  the  war  are  tremendous  and  universal. 

b.  They  must  be  accepted  and  used,  not  neglected  and 

ignored. 


JUNIOR  RED  CROSS  SERVICE 

B,  The  Junior  Red  Cross  in  the  School 

The  Junior  Red  Cross  gives  the  schools,  in  the  concrete 
form  of  simple  "things  to  do,"  ideals  and  standards  of 
social  service  and  of  patriotism: 

a.  By  teaching  them  to  care  for  the  well-being  of  their 
communities ; 
Through  study  of  the  history,  work,  and  ideals  of  the 

Red  Cross 
Through  active  work  in  communities 
Cleaning  up  towns 

Protecting  property,  birds,  and  animals 
Assisting  local  Red  Cross  and  other  community  efforts. 

h.  By  increasing  their  personal  efficiency  through  the  study 
and  practice  of 
Home  and  personal  hygiene 
First  aid 
Dietetics 
Care  of  the  sick. 

c.  By  focusing  the  work  already  undertaken  in  manual 
training  and  domestic  science  classes  on  the  prepara- 
tion of  war  relief  supplies,  thereby 
Giving  the  school  children  a  real  part  in  the  national 

responsibilities  of  citizenship  in  caring  for  the  Army 

and  the  Navy  and  our  Allies 
Adding  new  dignity  and  importance  to  school  work 

by  giving  it  a  national  purpose. 

C.  Tremendous  Coordinating  Work  of  the 
Junior  Red  Cross 

Important  government  departments  and  national  organi- 
zations, that  demand  and  need  the  assistance  of  school 
children,  have  expressed  a  desire  to  work  through  the 
Junior  Red  Cross: 

a.  United  States  Department  of  Agriculture 

h.  United  States  Food  Administration 


OPPORTUNITY    FOR    SCHOOL    CHILDREN  Q 

c.  War-Savings  Stamp  Committee  of  United  States  Trea- 

sury 

d.  Council  of  National  Defense 

e.  American  School  Garden  Association 

f.  Lafayette  Association,  etc. 

2.  The  Junior  Red  Cross  lightens  the  work  of  teachers  by 
providing  the  machinery  to  handle  these  activities: 

a.  It  creates  a  self  perpetuating  organization  of  school 
children  through  which  to  work. 

h.  It  examines  the  plans  of  these  different  movements  and 
translates  them  to  the  schools  in  terms  of  simple 
action,  chosen  for  their  educational  value  and  adapted 
to  meet  children's  and  teachers'  problems. 

c.  It  funds  the  experience  of  all  the  schools  of  the  country 
and  publishes  it  from  National  Headquarters  in 
pamphlets  issued  at  frequent  intervals,  thereby  giving 
each  school  the  benefit  of  the  experiments  of  all. 


III.   Origin  and  Explanation  of 
the  Conference 

The  Junior  Red  Cross  Membership  was  estabhshed  by  the 
War  Council  in  September,  1917.  By  January,  1918,  it 
had  proved  in  actual  service  the  value  and  practicability 
of  its  ideas.  In  those  four  months  860,741  children  had 
enrolled  in  2,531  Auxiliaries,  representing  every  state  in 
the  Union,  and  the  work  was  everywhere  being  carried  on  with 
enthusiasm.  Suggestions  for  development  along  many  lines 
were  coming  to  Headquarters  from  Red  Cross  and  school 
authorities.  The  need  of  sorting  these  suggestions  was  evident 
to  all  concerned.  The  time  had  come  to  define  the  place  of 
the  Junior  Red  Cross  in  the  schools  and  to  map  out  the  lines 
along  which  it  could  best  develop.  To  this  end  representatives 
of  all  the  interests  involved  were  called  into  consultation. 
Officials  of  the  public  school  system  and  of  the  National 
Education  Association,  experts  in  various  branches  of  educa- 
tion, representatives  of  the  Department  of  Agriculture,  the 
War-Savings  Committee  of  the  United  States  Treasury,  the 
Food  Administration,  the  Council  of  National  Defense  (all 
Government  Departments  that  have  carried  their  campaigns 
into  the  schools),  and  authorities  of  the  Red  Cross  met  at 
National  Headquarters  in  Washington  on  January  7th. 

"What  place  shall  the  Junior  Red  Cross  have  in  the  educa- 
tional program  of  America?"  was  the  question  before  the  Con- 
ference. Discussion  fell  into  three  groups:  (i)  The  use  of  the 
School  Auxiliary  in  developing  good  citizenship,  international 
good  will,  and  national  ideals;  (2)  coordination  in  the  schools 
of  the  Junior  Red  Cross  and  other  forms  of  patriotic  service; 
(3)  the  administration  of  the  Junior  Red  Cross. 

The  Conference  resulted  in  the  endorsement  by  all  those 
present  of  the  Junior  Red  Cross  as  a  valuable  means  of  handling 
the  patriotic  activities  of  the  schools  and  of  training  boys  and 
girls  for  better  citizenship. 


ORIGIN    AND    EXPLANATION  II 

The  Junior  Red  Cross  formally  offers  its  organization  and 
lines  of  approach  to  other  vocational  programs  which  include 
the  schools,  in  order  to  obtain  the  greatest  economy  of  the 
child's  time  and  strength.  These  offers  of  cooperation  have 
been  received  in  a  most  friendly  spirit  by  the  Government 
Departments  and  the  private  organizations  which  they  affect. 

The  Conference  delegates  considered  it  so  important  for  the 
Junior  Red  Cross  to  reach  all  schools,  that  they  urged  the 
national  officers  to  make  an  especial  effort  for  nation-wide 
enrollment.  The  time  between  Lincoln's  and  Washington's 
birthdays  was  chosen  for  enrollment  week,  during  which  the 
attention  of  teachers  and  pupils  throughout  the  country 
would  be  directed  toward  the  educational  significance  of  the 
Junior  Red  Cross  and  the  opportunities  it  offers  for  con- 
structive national  service. 


List  of  Delegates 


[OHN  H.  FiNLEY,  Presiding  Officer,  LL.D.,  L.H.D.,  Commissioner  of 
Education  for  New  York  State;  Chairman  Albany  County  Chapter, 
American  Red  Cross;  Chairman  War-Savings  Education  Committee; 
Chairman  National  Education  Association  Red  Cross  Committee. 

NATIONAL  EDUCATION  ASSOCIATION  RED  CROSS 
COMMITTEE 

John  H.  Finley,  LL.D.,  L.H.D.,  Chairman. 

Francis  Grant  Blair,  LL.D.,  State  Superintendent  of  Public 
Instruction  for  Illinois;  Member  of  the  National  Society  for  Scien- 
tific Study  of  Education. 

Marion  Luther  Brittain,  State  Superintendent  of  Schools  for 
Georgia. 

Margaret  S.  McNaught,  Ph.D.,  Commissioner  for  Elementary 
Education  for  California. 

M.  Bates  Stephen,  Ph.D.,  State  Superintendent  of  Schools  for 
Maryland. 

WAR-SAVINGS  EDUCATION  COMMITTEE 

John  H.  Finley,  LL.D.,  L.H.D.,  Chairman. 
Mary  C.  Bradford,  President,  National  Education  Association; 
State  Superintendent  of  Public  Instruction  for  Colorado;  Presi- 


12  JUNIOR    RED    CROSS    SERVICE 

dent,  State  Board  of  Education;  President,  State  Board  of 

Examiners. 
F.  B.  Pearson,  State  Superintendent  of  Public  Instruction  for  Ohio. 
John  Daniel  Shoop,  Superintendent  of  Schools  for  Chicago. 

G.  Lynn  Barnard,  Professor  of  the  Science  of  Education  and  Teacher 
of  Civics  in  the  School  of  Pedagogy  of  the  City  of  Philadelphia. 

LiDA  M.  Bassett,  Director  of  Junior  Membership,  Potomac  Division, 
American  Red  Cross. 

Francis  G.  Bellamy,  Washington  Representative  of  Red  Cross 
Magazine. 

H.  E.  Benedict,  Assistant  to  Frank  E.  Vanderlip,  War-Savings  Stamp 
Committee,  United  States  Treasury. 

O.  H.  Benson,  Boys'  and  Girls'  Club  Extension  Work  in  United  States 
Department  of  Agriculture;  National  Association  of  School  Super- 
intendents; Chairman,  National  Educational  Conference  for  Junior 
Extension  Teaching. 

Mabel  T.  Boardman,  Member  of  Executive  Committee  of  Red  Cross. 

Benjamin  Parsons  Bourland,  Ph.D.,  Director  of  Junior  Membership, 
Lake  Division,  American  Red  Cross;  Professor  Romance  Languages, 
Adelbert  College  and  Western  Reserve  University;  Member, 
Modern  Language  Association  of  America,  American  Philological 
Association,  Hispanic  Society  of  America. 

Alice  M.  Campbell,  Field  Secretary,  Junior  Department,  Atlantic 
Division,  American  Red  Cross.    Author,  "Story  of  the  Red  Cross." 

C.  C.  Certain,  English  Department,  Cass  Technical  High  School, 
Detroit,  Michigan;  Organizer  of  the  Socialized  Recitation;  In  charge 
of  patriotic  work  of  school  children  in  Detroit. 

Frank  M.  Chapman,  Sc.D.,  Editor,  Bird-Lore;  Curator  of  Birds, 
American  Museum  of  Natural  History;  Fellow,  American  Ornithol- 
ogists' Union;  Vice-President,  Explorers'  Club;  Member,  British 
Ornithologists'  Union;  Zoological  Explorations  in  Temperate  and 
Tropical2 America;  Director,  Bureau  of  Publications,  American 
Red  Cross. 

Percy  H.  Clark,  Associate  Director,  Camp  Service,  American  Red 
Cross. 

Taliaferro  Clark,  Surg.,  United  States  Public  Health  Service; 
Director,  Bureau  of  Sanitary  Service,  American  Red  Cross. 

P.  P.  Claxton,  Litt.D.,  LL.D.,  Commissioner,  United  States  Bureau 
of  Education;  Director,  Moral  Education  Board;  Director,  Play- 
ground Association  of  America;  Chairman,  Executive  Committee, 


ORIGIN    AND    EXPLANATION  I3 

National  Story  Tellers'  League;  National  Society  for  Scientific 

Study  of  Education. 
JosiAH  Collins,  Director,  Junior  Membership,  Northwestern  Division, 

American  Red  Cross. 
Justine  R.  Cook,  Director,  Junior  Membership,  Chicago  Chapter, 

American  Red  Cross,  Chicago,  111. 
Edwin  G.  Cooley,  LL.D.,  Educational  Commissioner  for  Commercial 

Club  of   Chicago;   Studying   Industrial   Schools  in   Europe  and 

America. 
Otis  H.  Cutler,  Division  Manager,  Territorial,  Insular,  and  Foreign 

Division,  American  Red  Cross. 
Helen  Cutter,  Assistant  to  National  Director,  Junior  Membership 

and  School  Activities,  American  Red  Cross. 
Henry  P.  Davison,  LL.D.,  Chairman,  War  Council,  American  Red 

Cross;  J.  P.  Morgan  Co.;  Chairman,  Executive  Committee  and 

Director,  Liberty  National  Bank,  Bankers'  Trust  Co.,  New  York, 

Director,  Susquehanna  and  Western  R.  R.,   First  Security  Co., 

Trustee,  Stevens  Institute  of  Technology. 
Arthur  D.  Dean,  Organizer  under  Vocation  and  Military  Training 

Acts,  New  York  State;  formerly  Chief  of  Division  of  Vocational 

Schools,  New  York  State  Educational  Department. 
Jane  A.  Delano,  Director,  Department  of  Nursing,  American  Red 

Cross. 
Peter  W.  Dykema,  M.Lit.,  University  of  Wisconsin. 
William  A.  Ellis,  Director,  Junior  Membership,  Southern  Division, 

American  Red  Cross. 
Grace  E.  Ensey,  Director,  Junior  Membership,  Mountain  Division, 

American  Red  Cross. 
J.    Montgomery   Gambrill,    Lecturer   and  Associate    in    History, 

Teachers  College,  Columbia  University;  in  charge  of  extramural 

activities,  Columbia  University;  National  Society  for  Study  of 

Scientific  Education. 
Edgar  B.  Gordon,  Extension  Division,  University  of  Wisconsin. 
Edwin  A.  Greenlaw,  Ph.D.,  English  Department,  University  of  North 

Carolina;  Founder  of  Lafayette  Association. 
S.  M.  Greer,  Director,  Bureau  of  Development,  American  Red  Cross. 
Gilbert  H.  Grosvenor,  Director  and  Editor  of  National  Geographic 

Society;  Councilor,  Archeeological  Institute  of  America. 
Helen  Harrison,  Director,  Junior  Membership,  Northern  Division, 

American  Red  Cross. 
Elizabeth  S.  Hoyt,  Staff  of  General  Manager,  American  Red  Cross. 


14  JUNIOR    RED    CROSS    SERVICE 

Edward  Hunter,  M.D.,  First  Aid  Division,  American  Red  Cross. 
Henry   E.   Jackson,    Special   Agent   in   Community   Organization, 

United  States  Bureau  of  Education. 
James  Y.  Joyner,  LL.D.,  State  Superintendent  of  Public  Instruction 

for  North  Carolina. 
Mrs.  Harry  A.  Kluegel,  Director,  Junior  Membership,  Pacific  Divi- 
sion, American  Red  Cross. 
Mrs.  E.  R.  Kroeger,  Director,  Junior  Membership,  Southwestern 

Division,  American  Red  Cross. 
Maud  G.  Leadbetter,  Director,  Junior  Membership,  New  England 

Division,  American  Red  Cross. 
Ivy  L.  Lee,   Director,   Bureau  of  Publicity,  American  Red  Cross; 

Director,  Equitable  Trust  Co.,  N.  Y.;  Colorado  Fuel  and  Iron 

Co.,  etc. 
W.  J.  Leppert,  Director,  Junior  Membership,  Gulf  Division,  American 

Red  Cross. 
Orrin  C.  Lester,  Director,  Speakers'  Bureau,  American  Red  Cross. 
Henry  Noble  MacCracken,  Ph.D.,  LL.D.,  National  Director,  Junior 

Membership  and  School  Activities;  Executive  Secretary,  Christmas 

Membership   Drive,   American   Red   Cross;   President  of  Vassar 

College. 

E.  V.  McCoLLUM,  Ph.D.,  Professor  in  School  of  Hygiene  and  Public 
Health,  Johns  Hopkins  University. 

F.  CoRLiES  Morgan,  Director,  Junior  Membership,  Pennsylvania 
Division,  American  Red  Cross. 

J.  J.  O'Connor,  Central  Division,  American  Red  Cross. 

W.  F.  Persons,  Director  General,  Department  of  Civilian  Relief, 
American  Red  Cross. 

Josephine  C.  Preston,  State  Superintendent  of  Public  Instruction 
for  Washington. 

James  N.  Rule,  Chairman,  Pittsburgh  Chapter  School  Committee, 
American  Red  Cross;  Principal,  Schenley  High  School,  Pitts- 
burgh, Pa. 

George  E.  Scott,  Director,  Bureau  of  Division  Organization,  American 
Red  Cross. 

Bruce  D.  Smith,  Division  Manager,  Central  Division,  American  Red 
Cross. 

Guy  E.  Snavely,  Ph.D.,  Director,  Bureau  of  Development,  Southern 
Division,  American  Red  Cross;  Professor,  Romance  Languages  and 
Literature,  and  Registrar,  Milton  Academy,  Baltimore;  Soci^te 
des  Ancienes  Textes,  Paris. 


ORIGIN    AND    EXPLANATION  I5 

Isabel  M.  Stewart,  Teachers  College,  Columbia  University,  New 

York,  N.  Y. 
Anna  Hedges  Talbot,  Ph.D.,  Director,  Junior  Membership,  Atlantic 

Division,  American  Red  Cross;  Specialist  in  Vocational  Training, 

New  York  State  Education  Department. 
Andrew  Ten   Eyck,    Educational   Department,    New   York   State; 

Organizer  of  Liberty  Loan  and  War-Savings  Campaigns  in  Schools, 

New  York  State. 
Commodore  A.  V.  Wadhams,  U.S.N. ,  representing  Navy  Department 

to  Coordinate  Needs  of  the  Navy  with  the  Red  Cross. 
Eliot  Wadsworth,  Vice-Chairman,  Central  Committee,  American 

Red  Cross. 
Frederick  A.  Walcott,  United  States  Food  Administration. 
Harry  H.  Wheaton,  LL.D.,  United  States  Bureau  of  Education 

Director  of  the  "America  First"  Campaign. 


IV.   Greetings  to  Delegates 

I.    Introductory  Remarks 
John  H.  Finley 

Chairman  of  the  Conference 

When  I  was  asked  to  preside  at  this  meeting  I  instantly 
accepted,  for  I  think  aside  from  active  service  in  my  country's 
cause  there  is  no  other  position  I  would  prefer  to  fill  more 
than  this,  of  helping  to  recruit  for  the  Army  of  future  defense, 
that  Army  which  was  characterized  by  Viviani  when  he  was 
Minister  of  Public  Instruction  in  France,  as  the  "scholastic 
front."  He  said  that  unless  the  military  authorities  forbid, 
the  schools  must  be  kept  open  everywhere;  that  this  "schol- 
astic front"  might  follow  the  very  line  of  the  trenches,  some- 
times only  two  kilometers  from  the  trench  front,  and  never, 
he  said,  more  than  ten. 

It  is  this  great  Army  of  future  defense  which  we  are  to 
consider  this  morning,  and  I  am  here  only  as  a  recruiting 
sergeant,  so  to  speak,  and  I  am  very  proud  to  be  in  this  office 
temporarily.  I  am  only  the  temporary  chairman.  I  shall 
share  my  office  with  other  members  of  my  committee,  as  they 
arrive. 

We  are  told  that  this  is  an  adult's  war — and  I  do  hope  that 
the  children  will  not  have  to  stain  their  hands  with  blood. 
David,  you  know,  was  not  permitted  to  build  the  temple  be- 
cause his  hands  were  stained  with  the  blood  of  human  beings. 
It  was  his  son  who  was  to  build.  But  I  feel  that  children  must 
know  what  is  going  on  in  this  world.  We  cannot  shut  our 
schoolhouse  doors  and  windows  so  tightly  that  they  cannot 
hear,  anyway.  We  must  let  them  know  why  we  are  in  this 
war,  and  we  must  let  them  know  that  we  are  fighting  not 
simply  to  make  the  world  safe  for  democracy ;  we  are  fighting 
to  make  it  safe  for  them,  and  we  want  them  to  take  a  part  in 
this  great  struggle  for  human  liberty,  a  conscious  part  in  it. 


GREETINGS    TO    DELEGATES  17 

They  are  to  rebuild  this  world  again — the  institutions  of  free- 
dom and  justice;  they  are  to  rebuild,  to  strengthen,  and  to 
enlarge  them. 

I  was  picturing  to  the  teachers  of  my  own  state  the  other 
night  one  of  the  chapters  of  the  Book  of  Genesis.  It  is  the 
genealogical  chapter;  very  few  read  it.  It  is  said  that  Eber 
had  two  children,  and  one  of  these  he  named  Peleg,  because 
in  his  days  the  earth  was  divided,  and  I  imagined  Eber  trying 
to  tell  Peleg  what  it  meant.  There  have  been  hundreds  and 
thousands  and  millions  of  little  Pelegs  that  have  been  invited 
into  this  divided  world,  and  we  have  to  tell  them  why  it  was 
divided.  They  are  in  a  way  the  most  fortunate  creatures, 
although  they  have  been  brought  into  this  terrible  world — 
terrible  now — because  they  are  to  rebuild  the  greater  world; 
and  we  have  through  this  Junior  organization  offered  them  an 
opportunity  to  come,  not  only  into  a  national  organization  but 
an  international  organization,  in  which  they  are  to  have  their 
part  in  meeting  the  nation's  needs,  in  which  they  are  to  find  a 
discipline  in  loftiest  virtues,  and  in  which  they  are  to  ride  to 
citizenship  in  what  I  think  of  as  the  world  democracy  of  mercy. 

I  congratulate  ourselves  that  we  are  permitted  to  have  a 
part  in  this  great  work  under  our  great  Commander  in  Chief, 
the  President  of  the  United  States;  under  our  war  general,  Mr. 
Davison  and — I  don't  know  what  title  to  give  Dr.  MacCracken. 

I  congratulate  ourselves  that  we  are  together  in  such  a  world 
cause  as  this.  There  is  one  thing  I  think  we  should  do  and  that 
is  to  promote  a  closer  relationship  between  the  children  of  this 
country  and  the  children  of  other  countries.  I  am  to  let  a 
French  girl  give  my  message  for  me,  because  I  cannot  give 
you  a  better  one.  I  was  over  in  France  a  little  while  ago. 
There  were  many  messages  sent  back  in  response  to  those  I 
carried  over — I  was  only  a  carrier — and  here  is  one  expressing 
more  graphically  and  more  poetically  than  I  can  do  it  the  cause 
in  which  we  are  united,  the  cause  which  brings  us  together. 

"It  was  only  a  little  river,  almost  a  brook;  it  was  called  the 
Yser.  One  could  talk  from  one  side  to  the  other  without 
raising  one's  voice,  and  the  birds  could  fly  over  it  with  one 
sweep  of  their  wings.    And  on  the  two  banks  there  were  mil- 


l8  JUNIOR    RED    CROSS    SERVICE 

lions  of  men,  the  one  turned  toward  the  other,  eye  to  eye. 
But  this  distance  which  separated  them  was  greater  than  the 
stars  in  the  sky;  it  was  the  distance  which  separates  right  from 
injustice. 

"The  ocean  is  so  vast  that  the  sea  gulls  do  not  dare  to  cross  it. 
During  seven  days  and  seven  nights  the  great  steamships  of 
America,  going  at  full  speed,  drive  through  the  deep  waters 
before  the  lighthouses  of  France  come  into  view ;  but  from  one 
side  to  the  other,  hearts  are  touching." 

I  cannot  give  a  better  introduction  to  our  great  War  General 
than  this  beautiful  message  from  that  school  girl  in  France. 

2.    Greeting 
Henry  P.  Davison 

Chairman  of  the  War  Council,  American  Red  Cross 

It  hardly  seems  fitting  that  I  should  attempt  to  give  you 
any  idea  of  our  appreciation  of  the  work  which  you  are  here  to 
consider.  Under  the  inspiration  and  genius  of  Dr.  MacCracken 
I  believe  a  program  has  been  made  here  which  is  the  most  im- 
portant single  movement  that  was  ever  started  in  America  for 
the  protection  of  the  American  Republic  and  for  the  future  of 
its  people.  I  don't  know  that  anything  ever  so  impressed  me, 
not  only  with  the  possibilities,  but  with  the  responsibilities,  as 
this  work  did  when  Dr.  MacCracken  presented  it  to  us  last 
summer,  one  afternoon  on  my  porch  in  the  country.  I  think 
we  rather  took  his  breath  away  by  accepting  it.  We  did  not 
hesitate  very  long,  and  I  hope  we  have  given  him  every  possible 
endorsement  and  encouragement  to  go  on  with  it,  because  we 
have  been  perfectly  inspired  with  the  thought  of  the  work  to 
be  accomplished. 

When  I  was  talking  with  the  President  about  the  program 
I  then  said  that  I  believed  that  nothing  in  the  Red  Cross  was 
as  important  as  the  Junior  Membership  work,  and  that  alone 
from  the  standpoint  of  our  own  people.  I  am  not  referring  so 
much  to  our  work  in  foreign  lands. 

Two  or  three  of  us  have  just  been  making  a  trip  around  the 
country ;  we  have  been  about  eighteen  thousand  miles  visiting 


GREETINGS    TO    DELEGATES  I9 

important  cities  in  the  United  States,  and  most  of  the  cities' 
schools,  and  I  must  say  that  nothing  has  ever  thrilled  me  as 
much  as  visiting  those  schools  and  seeing  their  spirit,  and 
realizing  what  can  be  done  with  that  spirit;  not  only  what  can 
be  done  but  as  I  feel  what  must  be  done. 

I  merely  want  to  say,  therefore,  that  the  entire  organization 
of  the  Red  Cross  is  cordially  sympathetic,  and  not  only  that, 
but  it  has  a  sense  of  responsibility.  And  if  there  is  anything 
we  can  do  further  to  encourage  this  work  we  want  to  do  it. 

I  congratulate  every  one  of  you  who  is  giving  the  slightest 
consideration  to  it.  Once  you  have  started  in  it  you  will  not 
stop  until  it  is  finished.  I  am  glad  to  see  you  here.  I  hope  you 
will  not  fail  to  call  on  us  for  anything  that  we  can  do  at  any 
time.    It  is  a  great  responsibility. 

3.    Greeting 
Philander  P.  Claxton 

United  States  Commissioner  of  Education 

Probably  all  that  is  expected  of  me  here  is  that  I  shall  say 
a  word  of  welcome  and  assure  you  of  my  approval  of  this  enter- 
prise of  the  Junior  Red  Cross.  Before  the  plan  for  the  Junior 
Red  Cross  in  the  schools  was  launched.  Dr.  MacCracken  came 
to  my  office  and  talked  it  over  with  me.  We  discussed  the 
educational  and  economic  value  of  it  and  the  objection  that 
might  be  urged  that  it  was  another  attempt  to  exploit  the 
schools.  I  reminded  him  that  already  very  many  organiza- 
tions and  many  departments  and  bureaus  of  the  Federal  Gov- 
ernment were  trying  to  use  the  schools  for  one  purpose  or 
another,  and  that  many  protests  were  coming  to  my  office. 
We  finally  agreed,  however,  that  the  Junior  Red  Cross,  as  it 
had  been  planned,  might  serve  as  a  coordinating  agency  for 
many  of  these,  and  thereby  tend  to  release  the  schools  from 
the  burden  and  confusion.  I  was  glad  to  give  Dr.  MacCracken 
an  opportunity  to  speak  briefly  to  the  chief  school  officers  of 
most  of  the  States  who  happened  to  be  meeting  at  my  office 
at  about  that  time.  I  believe  they  approved  his  plans  heartily. 
From  then  to  now  I  have  watched  with  much  interest  the 


20  JUNIOR    RED    CROSS    SERVICE 

progress  of  the  Junior  Red  Cross,  and  I  now  wish  to  congratu- 
late Dr.  MacCracken  upon  the  good  work  he  is  doing  and  to 
commend  his  energy  and  wisdom. 

This  morning  I  received  from  the  superintendent  of  schools 
of  Allegheny  County,  Pennsylvania,  the  following  letter: 

In  this  county  we  have  made  very  effective  headway  in  the  organiza- 
tion of  Junior  Red  Cross  work.  I  see  in  this  organization  that  reaches 
all  the  school  children  of  all  the  people  great  possibilities  of  service  and 
education.  This  State  is  going  forward  with  the  work  fairly  well,  but 
I  notice  by  the  Red  Cross  report  that  only  four  of  the  fourteen  Division 
Headquarters  in  the  United  States  have  Junior  Red  Cross  Directors. 
The  other  Divisions  should  take  up  this  work,  and  I  feel  that  most  any 
school  man  with  executive  ability  could  well  act  as  Division  Director. 
Do  you  not  think  a  circular  letter  issued  from  your  Department  on  the 
significance  of  this  movement  would  greatly  stimulate  the  organization 
of  Junior  Red  Cross  Auxiliaries  where  nothing  as  yet  has  been  done? 

I  am  aware  of  the  fact  that  there  is  a  National  Director,  Dr.  Mac- 
Cracken, of  these  organizations  who  is  making  every  effort  to  organize 
them,  but  I  am  sure  he  needs  the  cooperation  of  the  United  States 
Bureau  of  Education.  A  statement  from  you  on  the  patriotic  services 
that  could  be  rendered  by  22,000,000  school  children  would  be  the  most 
effective  means  of  helping  to  establish  a  Junior  Red  Cross  in  every 
school  district  of  the  United  States. 

For  reasons  of  policy  which  you  will  understand  without 
my  stating  them,  it  would  be  inappropriate  for  me  to  issue, 
in  my  capacity  as  Commissioner  of  Education,  such  a  circular 
letter.  I  did,  however,  in  the  beginning  of  the  enterprise, 
address  to  Dr.  MacCracken  for  such  use  as  he  could  make 
of  it,  a  letter  of  approval  and  good  will. 

Education  in  the  schools  is  not  a  matter  merely  of  oral  or 
written  instruction,  of  lessons  recited,  of  abstract  principles 
committed  to  memory,  or  even  wrought  out  inductively  by 
the  pupils  from  concrete  instances.  It  must,  to  be  fully  effec- 
tive, include  also  the  practical  application  of  these  principles. 
Just  now  we  all  wish  to  teach  patriotism  in  the  most  effective 
way.  The  work  of  the  Junior  Red  Cross  offers  opportunity  for 
practical  application  of  principles  and  sentiments  learned  as 
formal  lessons  or  taught  and  inspired  by  story  and  song. 


GREETINGS    TO    DELEGATES  21 

We  want  to  teach  the  children  patriotism — ^American 
patriotism;  and  this  is  a  thing  quite  different  from  patriotism 
as  understood  in  some  countries;  altogether  different  from 
that  which  has  been  defined  as  the  last  resort  of  scoundrels. 

American  patriotism  does  not  attach  undue  importance  to 
a  piece  of  land ;  it  does  not  seek  to  elevate  the  interest  of  any 
one  people  unduly  above  the  interest  of  other  peoples ;  it  would 
not  take  unfair  advantage  of  or  levy  unjust  tribute  upon  any 
people  in  the  world.  Mr.  Wilson  voiced  the  spirit  of  American 
patriotism  when  he  told  us  that  we  have  gone  into  the  war  not 
for  indemnity,  not  to  increase  our  territory,  not  for  material 
advantage,  but  that  we  may  serve  the  world,  that  we  may 
make  the  world  safe  for  democracy  and  that  all  peoples  may 
be  free.  This  is  the  spirit  of  American  patriotism.  In  a 
very  real  sense  America  is  an  ideal  and  American  patriotism 
consists  of  allegiance  to  this  ideal  and  to  a  certain  set  of 
principles. 

The  Revolutionary  War  began  without  definite  purpose — 
as  a  scrap  between  British  soldiers  and  colonists  whose  patience 
had  been  exhausted.  A  year  went  by  and  we  still  supposed  we 
were  fighting  for  our  rights  as  English  citizens.  Then  Mr. 
Jefferson,  as  a  member  of  the  committee  of  the  Continental 
Congress  on  the  Declaration  of  Independence,  announced  the 
American  doctrine  that  all  men  are  created  equal,  with  certain 
inalienable  rights,  among  which  are  life,  liberty,  and  the  pur- 
suit of  happiness,  and  that  our  contention  was  for  our  rights 
as  men.  He  further  declared  that  to  secure  these  rights, 
governments  are  instituted,  deriving  their  just  powers  from 
the  consent  of  the  governed ;  that  whenever  any  form  of  gov- 
ernment becomes  destructive  of  these  ends  it  is  the  right  of 
the  people  to  alter  or  abolish  it  and  to  institute  new  govern- 
ment. This  was  the  announcement  of  the  divine  right  of 
revolution ;  the  elevation  of  the  rights  of  men  above  the  claims 
of  all  institutions ;  the  declaration  that  institutions  of  govern- 
ment exist  for  the  welfare  and  happiness  of  men  and  that  men 
do  not  live  for  the  blind  service  of  government.  After  this 
utterance,  America  and  all  the  world  knew  what  the  Revolu- 
tionary struggle  was  for. 


22  JUNIOR    RED    CROSS    SERVICE 

Eighty-five  years  went  by  and  we  were  engaged  in  another 
great  war — a  Hfe-and-death  struggle  among  ourselves.  It  had 
started  we  hardly  knew  why — the  maintenance  of  constitu- 
tional rights,  the  preservation  of  the  Union — much  of  passion 
and  much  of  uncertainty.  Then  came  Mr.  Lincoln's  Gettys- 
burg address,  and  we  and  all  the  world  knew  that  the  war  was 
being  fought  that  government  of  the  people,  by  the  people, 
for  the  people  might  not  perish  from  the  earth. 

Another  great  war  came — the  greatest  war  of  all  time. 
Nation  after  nation  was  drawn  into  it.  Each  of  the  nations 
issued  a  statement  of  reasons  for  taking  up  arms.  All  claimed 
self-defense.  The  war  was,  if  their  claims  were  to  be  accepted, 
a  war  of  universal  defense.  Two  years  of  war  went  by  with 
much  of  destruction  and  little  of  purpose  and  aim  on  our  part. 
Finally  we  entered  the  war,  and  Mr.  Wilson,  in  words  as  pro- 
found as  those  of  Jefferson,  clear  and  forceful  as  those  of 
Lincoln,  reiterated  the  old  American  principles  of  freedom  and 
democracy;  and  all  the  world  knew  what  the  war  is  for;  and  all 
who  are  not  blinded  by  selfish  interest  and  maddened  by  arrant 
pride  see  clearly  what  the  end  must  be.  Mr.  Wilson  might  just 
as  well  have  said  that  we  are  in  this  war  that  government  of  the 
people,  by  the  people,  and  for  the  people  shall  extend  to  all 
the  earth.  However  much  we  may  wish  the  war  may  end  soon, 
I  think  it  can  never  end  so  long  as  there  is  any  government  in 
the  world  responsible  not  to  the  people  but  only  to  itself,  and 
that  can  wield  a  nation  of  sixty  or  seventy  or  one  hundred  or 
one  hundred  and  eighty  millions  of  people  as  a  giant  wields  a 
club,  unresisting  and  unreasoning. 

There  can  be  no  safety  for  democracy,  there  can  be  no  cer- 
tainty of  freedom,  until  all  people  shall  control  their  own  gov- 
ernments. This  means  that  autocracy  must  go.  It  is  devotion 
to  this  ideal  that  constitutes  American  patriotism ;  which  would 
grant  to  all  peoples  in  the  world  just  as  much  as  we  would  take 
for  ourselves;  which  fights  for  no  material  or  commercial  ad- 
vantage but  for  humanity  and  for  the  freedom  of  all  peoples. 

The  Red  Cross  and  the  Junior  Red  Cross  should  teach  prac- 
tical lessons  of  this  American  ideal  through  its  opportunities 
to  help  our  own  soldiers  who  go  to  fight  across  the  seas;  our 


GREETINGS    TO    DELEGATES  23 

Allies  who  are  fighting  by  our  side  for  the  same  great  principles; 
the  men,  women,  and  children  of  the  countries  against  whose 
governments  we  now  contend,  when  in  peace  they  shall  join 
the  democracy  of  freedom-loving  states;  our  own  people  who 
suffer  from  the  dislocation  of  business  and  the  condition 
brought  on  by  the  war;  and  the  most  important  of  all,  the 
children  in  our  schools. 

Reports  come  to  me  from  New  York  that  there  are  in  that 
city  250,000  children  who  are  underfed.  Reports  come  from 
many  cities  that  children  suffer  more  than  usual  from  lack  of 
food,  clothing,  fuel,  and  from  lack  of  care.  Here  is  opportunity 
for  members  of  the  Junior  Red  Cross  who  are  in  more  fortunate 
circumstances. 

Thus  far  have  we  come  in  the  war  without  chanting  even  the 
first  note  of  any  hymn  of  hate.  The  Junior  Red  Cross  should 
help  preserve  the  spirit  of  good  will  toward  the  peoples  of  the 
countries  with  which  we  are  at  war.  We  are  not  fighting  the 
German  people;  we  are  not  praying  for  the  death  of  German 
men  and  boys  or  wishing  evil  for  the  peoples  of  the  other 
Central  Empires.  We  are  fighting  the  battle  of  their  freedom 
as  we  fought  the  battle  of  freedom  of  Englishmen  in  the 
Revolutionary  War  and  the  battle  of  freedom  of  both  races  in 
the  South  in  the  war  between  the  States.  It  is  a  battle  for  the 
freedom  of  the  people  everywhere;  and  we  shall  be  stronger, 
our  life  will  be  sweeter,  and  we  shall  have  less  of  poison  to  work 
out  of  our  system  when  the  war  is  over  if  we  can  fight  it  through 
on  the  high  plane  of  war  against  the  autocratic  government  of 
Germany  and  not  against  the  peoples  of  the  Central  Empires. 
Let  us  continue  on  the  high  plane  of  idealism  which  marks  us 
the  most  idealistic  people  in  the  world  and  of  all  time. 


V.   Educational  Program  ot 
Junior  Red  Cross 

I.   Good  Citizenship 
A,  Through  Personal  Hygiene  and  Diet 

E.  V.  McCOLLUM 

Johns  Hopkins  University 

The  thing  which  is  uppermost  in  my  mind,  as  I  take  advan- 
tage of  the  opportunity  to  speak  to  you  for  a  few  minutes,  is 
the  food  situation.  It  is  indeed  very  much  more  grave  than 
people  are  aware  of.  I  cannot  go  into  details,  so  I  will  mention 
only  the  most  important  points  for  us  to  understand  and  to 
impress  upon  others. 

First  in  importance  is  the  conservation  of  wheat.  The  neces- 
sary supply  of  wheat  is  not  in  the  world  and  someone  must  in 
part  dispense  with  it  in  the  diet,  probably  for  the  duration  of 
the  war,  and  it  is  necessary  that  we  understand  why  we  should 
do  this  rather  than  leave  the  burden  of  a  shortage  of  this  most 
important  bread  grain  upon  suffering  France.  We  can  do  this 
with  very  little  sacrifice  if  we  attempt  it  in  the  right  spirit. 
Many  of  the  more  intelligent  and  patriotic  people  are  now 
conscientiously  following  the  advice  of  the  Food  Administra- 
tion and  are  substituting  other  cereals  such  as  corn,  rice,  and 
oatmeal  for  wheat,  to  an  extent,  which,  if  practised  by  all, 
would  easily  result  in  the  necessary  saving  of  wheat. 

Unfortunately  many  ignorant  or  selfish  people  have  no  feel- 
ing of  duty  in  this  matter.  Most  frequently  it  is  doubtless  the 
result  of  thoughtlessness  or  lack  of  appreciation  of  the  actual 
needs  of  our  Allies  at  this  time,  that  causes  many  people  who 
have  not  thought  of  doing  anything  wrong,  to  go  on  eating  as 
they  have  always  done,  using  almost  exclusively  articles  made 
wholly  or  in  part  of  wheat  products.  It  is  especially  these 
people  who  should  be  reached  and  influenced. 


EDUCATIONAL    PROGRAM  25 

The  grown  man  or  woman  is  very  liable  to  have  opinions, 
so  we  frequently  hear  it  said :  "Why  not  send  France  the  corn 
and  other  things  which  we  are  asked  to  eat  to  save  wheat? 
Why  cannot  they  use  wheat  substitutes  as  well  as  we?"  The 
answer  to  this  question  is  clear  and  emphatic.  The  poor 
laborers  of  France,  England,  and  Italy  are  grinding  away  their 
lives  in  the  industries  which  are  making  possible  the  continu- 
ance of  this  war;  they  are  already  making  sacrifices  in  the 
matter  of  diet.  They  are  forced,  by  unavoidable  conditions, 
to  accept  a  degree  of  monotony  in  their  food  supply  which 
we  in  this  country  are  scarcely  likely  to  be  brought  to.  These 
suffering  people  should  not  be  asked  to  add  to  their  burden  by 
accepting  at  this  time  foods  new  to  them.  Their  bakers  have 
not  been  successful  in  their  attempts  to  use  mixed  flours,  and 
it  is  almost  impossible  to  inaugurate  new  baking  technique  on 
this  large  scale  without  entailing  enormous  losses  of  food 
materials  through  failure  to  make  an  edible  product  during  the 
learning  period. 

These,  our  Allies,  are  under  much  greater  strain  of  war  than 
are  we  who  are  at  home  on  this  side  of  the  Atlantic.  Let  us 
not  add  to  the  discomfort  of  these  heroic  workers  by  failing  to 
supply  them  with  food  which  is  most  acceptable  to  them.  It  is 
not  a  great  sacrifice  for  us  to  eat  more  liberally  of  our  fruits, 
vegetables,  and  those  seed  products  which  are  not  bread  grains. 

The  best  way  to  establish  the  right  practice  in  the  homes 
with  respect  to  eating  is  through  the  school  children.  Teachers 
everywhere  should  help  the  Food  Administration,  by  repeating 
daily  to  their  children  the  importance  of  eating  things  other 
than  wheat  bread,  cakes,  and  other  pastry,  all  of  which  require 
the  use  of  wheat.  It  would  help  greatly  to  win  the  war  if  such 
a  pledge  as  the  following  could  be  repeated  daily  by  the  school 
children  in  all  sections  where  the  saving  of  wheat  is  a  matter 
of  great  moment.  Cannot  the  Red  Cross  workers  throughout 
the  country  see  that  this  is  done? 

A  PLEDGE  FOR  THE  JUNIOR  RED  CROSS  ASSOCIATION 

I  believe  that  the  greatest  problem  before  our  nation  at  the  present 
time  is  that  of  supplying  our  Allies  with  sufficient  food  while  the  war 


26  JUNIOR    RED    CROSS    SERVICE 

lasts.  Since  their  greatest  need  is  wheat,  and  there  is  not  enough  wheat 
in  the  world  to  make  it  possible  for  them  to  have  what  they  must  have, 
unless  Americans  eat  much  less  wheat  than  they  are  now  eating,  I 
pledge  myself  to  refuse  to  eat  wheat  bread,  even  that  made  from  wheat 
flour  mixed  with  other  grains  unless  half  at  least  of  the  flour  consists  of 
another  grain  than  wheat.  I  will  refuse  to  eat  pies,  cakes,  and  cookies 
because  they  require  the  use  of  wheat,  and  I  am  determined  to  help 
save  the  wheat  which  must  be  sent  to  Europe  in  order  to  win  the  war. 

I  will  demand  rolled  oats,  corn  bread  containing  not  more  than  half 
wheat  flour,  rice,  potatoes,  fruits,  vegetables,  and  milk,  and  will  eat 
poultry  and  fish,  but  not  oftener  than  twice  each  week. 

I  will  not  spend  money  for  candies,  but  will  eat  fruits  instead. 

I  will  urge  my  mother  not  to  prepare  or  provide  for  the  family  table 
wheat  bread  even  from  the  mixed  flours  which  will  be  on  the  market, 
but  to  provide  corn  bread  containing  not  more  than  half  wheat,  and 
to  provide  no  cakes,  pies,  or  cookies  while  the  wheat  shortage  lasts, 
because  these  foods  can  be  made  only  from  wheat.  I  will  do  this  for 
the  sake  of  helping  to  win  the  war. 

I  pledge  myself  to  do  all  I  can  to  cultivate  a  garden  and  to  help  in 
some  way  with  the  canning  or  drying  of  fruits  or  vegetables  next 
summer. 

I  promise  to  send  to  the  United  States  Department  of  Agriculture 
for  bulletins  telling  how  to  dry  and  can  fruits  and  vegetables,  and  to 
study  each  of  them. 

I  pledge  myself  to  condemn  anyone  who  tries  to  thwart  the  work  of 
the  Food  Administration.  I  know  that  there  are  unpatriotic  speculators 
who  are  trying  to  defeat  its  aims  for  the  sake  of  making  money,  but  I 
will  uphold  it  in  all  its  undertakings.  These  things  I  will  do  cheerfully 
even  if  they  cause  me  discomfort,  in  order  that  we  may  win  the  world 
war  and  make  the  world  fit  for  democracy. 


B.   Good  Citizenship  Through  Public  Health 
Taliaferro  Clark 

United  States  Public  Health  Service 

The  relationship  of  public  health  to  the  schools  is  so  ex- 
tensive today  in  its  ramifications,  goes  so  deeply  to  the  root 
of  our  national  efficiency  and  existence  that  I  think  I  would 
be  a  second  Solomon  if  I  could  condense  all  of  it  into  a  seven- 
minute  talk.    In  days  gone  by  the  chief  aim  of  the  physician 


EDUCATIONAL    PROGRAM  27 

was  to  treat  the  effects  of  diseases,  to  treat  the  symptoms  of 
diseases;  but  now  we  take  a  different  viewpoint.  The  highest 
object  and  aim  of  the  physician  is  the  prevention  of  disease, 
and  I  feel  that  this  is  the  keynote  of  the  relationship  which 
should  obtain  between  other  measures  for  the  protection  of 
the  public  health  and  health  supervision  of  school  children. 

We  might  broadly  classify  diseases  into  three  groups — the 
so-called  communicable  diseases,  which  constitute  the  greatest 
number  of  diseases  we  have  in  this  country  today,  the  degen- 
erative diseases,  and  diseases  of  unknown  origin,  such  as 
cancer.  In  our  school  work  it  is  necessary  to  educate  the  people 
up  to  the  necessity  and  the  importance  of  protecting  the  health 
not  alone  from  the  standpoint  of  communicable  diseases,  but 
from  that  of  the  degenerative  diseases  as  well. 

How  do  people  become  sick  from  a  communicable  disease? 
It  is  because  some  person  in  the  community,  in  the  school,  or 
in  the  assembly  is  harboring  the  germs  of  the  disease;  and  if 
we  knew  enough  about  the  causes  of  these  diseases,  and  if 
we  knew  how  to  protect  ourselves  from  the  discharges  and  the 
excretions  of  people  who  are  sick,  we  could  readily  avoid  prac- 
tically all  of  the  so-called  communicable  diseases. 

No  less  authority  than  Professor  Irving  Fisher  has  said  that 
one-quarter  of  the  people  who  die  annually  in  the  United 
States  die  from  the  so-called  degenerative  diseases.  In  other 
words,  they  might  have  lived  from  five  to  ten  years  longer  if 
they  had  not  had  these  diseases,  that  are  due  in  large  measure 
to  ignorance  of  the  principles  of  personal  and  of  general 
hygiene.  We  hope  through  supervision  of  the  school  children 
to  teach  them  these  principles.  It  is  felt  by  taking  advantage 
of  the  receptivity  of  the  developing  mind  of  the  child  in  contra- 
distinction to  the  mind  of  the  adults,  whose  customs,  habits 
of  thought,  and  ways  of  living  have  become  crystallized,  they 
may  be  taught  to  practise  these  principles  almost  as  subcon- 
sciously as  breathing.  A  reduction  in  the  number  of  deaths 
from  degenerative  diseases  in  the  future,  which  have  increased 
eighty-six  per  cent  within  the  last  thirty  years,  will  be  pro- 
portionate to  the  increased  knowledge  and  practice  of  the 
principles  of  personal  hygiene. 


28  JUNIOR    RED    CROSS    SERVICE 

I  could  not  begin  to  tell  you  how  we  are  working  along  these 
lines  in  the  length  of  time  I  am  permitted  to  speak,  but  I  would 
like  to  tell  you  that  the  Red  Cross  now  is  operating  in  twenty- 
five  extra  cantonment  areas,  in  cooperation  with  the  Public 
Health  Service,  to  establish  health  supervision  in  schools.  We 
are  making  intensive  surveys  and  studies  from  an  educational 
standpoint  and  also  to  protect  the  community  and  military 
forces  from  the  communicable  diseases  which  may  arise  in  this 
class  of  the  general  population. 

We  are  doing  a  great  work  along  this  line  by  establishing  in 
schools  so-called  school  republics.  I  am  not  going  to  take  any 
longer  time  than  just  to  read  to  you  what  the  children  in  these 
school  republics  are  going  to  teach  themselves. 

I  might  explain  to  you  that  these  republics  are  administered 
by  duly  elected  officers,  with  special  provision  for  health  offi- 
cers, one  each  for  boys  and  girls,  committees  on  sanitation, 
publicity,  and  all  sorts  of  things.  The  health  officer  examines 
these  children  and  reports  on  conditions  in  accordance  with 
the  following  special  rules  on  hygiene  and  sanitation : 

Hands  (including  finger  nails),  face,  neck,  and  ears  must  be  reasonably 
clean  at  all  times. 

Teeth  must  be  kept  clean,  and  scrubbed  at  least  once  a  day. 

The  scalp  shall  be  clean  and  the  hair  in  neat  condition  at  all  times  unless 
there  is  some  special  reason  to  the  contrary. 

When  sitting  or  standing,  pupils  are  required  to  maintain  an  erect 
position  unless  there  is  some  special  reason  to  the  contrary. 

The  mouth  must  not  be  used  for  breathing,  unless  there  is  some  special 
reason  making  this  necessary. 

Pencils  must  not  be  put  into  the  mouth. 

The  same  article  of  food  must  not  be  eaten  from  by  more  than  one 
person. 

Drinking  from  a  cup  or  container  of  any  kind  by  more  than  one  person 
is  prohibited. 

Coughing  or  sneezing  without  handerkerchief  to  mouth  or  nose  is  pro- 
hibited. 

Spitting  on  the  floor  is  prohibited. 

Nothing  unclean  shall  come  from  the  heart.  Therefore,  unclean 
thoughts  and  acts  are  punishable  under  these  rules.  Vile  thoughts, 
spoken,  written,  or  acted,  must  be  severely  dealt  with. 


EDUCATIONAL    PROGRAM  29 

SPECIAL  RULES  ON  SANITATION 

Each  child  is  responsible  for  the  appearance  of  and  about  his  or  her 
desk,  and  is  required  to  keep  it  in  a  cleanly  and  tidy  condition. 

It  shall  be  unlawful  for  any  one  to  cause  trash  or  filth  of  any  kind  to 
collect  in  or  about  any  of  the  school  buildings  or  on  the  school  prem- 
ises. 

With  regard  to  the  water  supply,  every  means  in  the  power  of  the 
pupils  for  preventing  any  kind  of  filth  from  getting  into  it  must  be 
practised. 

Special  attention  must  be  given  to  the  care  of  closets.  The  walls  must 
be  free  from  any  writing  or  carving.  It  is  unlawful  to  stand  upon  the 
seats.    The  seats  and  floor  must  be  free  from  bodily  filth. 

It  shall  be  unlawful  to  carry  any  excessive  amount  of  dirt  or  filth  in 
the  schoolrooms  on  the  feet. 

And  there  are  a  few  recommendations — Every  effort  must  be  made  to 
bring  about  the  following  conditions  for  the  school : 

Sanitary  closets  which  will  prevent  the  spread  of  disease. 

Safe  and  healthy  drinking  water  supply. 

Ventilation  so  as  to  give  a  constant  temperature  of  sixty-eight  degrees, 
Fahrenheit,  and  to  give  a  constant  supply  of  fresh  air  through  win- 
dows opened  at  top. 

Damp  sweeping,  and  dusting  with  an  oiled  cloth. 

Sanitary  drinking  fountain. 

Basin  for  washing  hands. ' 

Proper  arrangement  and  amount  of  light  in  the  schoolroom. 

Size  and  arrangement  of  seats  so  as  to  make  each  pupil  comfortable. 

Immediate  correction  of  all  physical  defects  as  recommended  by  the 
County  Health  Officer. 

Sleeping  with  windows  wide  open  and  sufficient  cover  every  night, 
winter  and  summer. 

Sale  of  greatest  possible  number  of  Red  Cross  stamps  and  any  other 
reasonable  assistance  to  health  progress. 

Each  pupil  from  a  home  100  per  cent  sanitary,  as  scored  by  the  County 
Health  Officer. 

I  might  say  this  was  originally  gotten  up  by  Dr.  Miller,  of 
the  Public  Health  Service,  who  is  unfortunately  in  North 
Carolina,  and  I  obtained  from  him  this  copy  which  we  have 
put  in  practice  in  this  country. 


30  JUNIOR    RED    CROSS    SERVICE 

C.   Good  Citizenship  Through  Education  in  Nursing 
Jane  A.  Delano 

Director,  Department  of  Nursing,  American  Red  Cross 

We  are  confronted  today  by  a  world  nursing  problem,  and 
the  majority  of  the  nurses  upon  whom  we  may  depend  to  meet 
this  world  problem  are,  I  believe,  in  our  own  United  States.  It 
is  estimated  that  there  are  between  eighty  thousand  and  ninety 
thousand  registered  nurses  in  the  United  States.  About  forty 
thousand  of  these  are  members  of  the  American  Nurses'  Asso- 
ciation, a  national  organization  similar  to  the  American 
Medical  Association.  These  forty  thousand  nurses  are  com- 
paratively easy  to  reach,  because  they  are  listed  with  our  nurs- 
ing organizations.  From  among  these  nurses  we  have  already 
enrolled  more  than  16,200  Red  Cross  nurses.  We  have  sent 
to  Europe,  either  for  service  in  the  military  hospitals  (Army 
or  Navy),  or  for  public  health  work,  and  infant  welfare  work  in 
France,  Roumania,  and  Greece  over  two  thousand  nurses; 
we  have  assigned  to  duty  in  our  cantonment  hospitals  about 
four  thousand  nurses,  and  we  have  about  fifty  nurses  serving 
in  the  sanitary  zones  surrounding  the  cantonments.  So  that 
altogether  we  have  assigned  to  duty,  since  the  beginning  of 
the  war,  over  six  thousand  nurses.  This  includes  about  five 
hundred  that  are  either  on  the  way  to  Europe  now  or  awaiting 
future  sailings. 

This  is,  you  see,  quite  a  large  proportion  of  our  total  enroll- 
ment. The  Surgeon  General  has  recently  issued  figures  stating 
that  about  thirty-seven  thousand  nurses  will,  in  the  near 
future,  be  needed  to  meet  the  wants  of  our  own  Army  and 
Navy  alone.  This  will  be  almost  half  the  total  number  of 
registered  nurses  in  the  United  States.  The  problem  which  we 
must  meet  is  to  provide  the  nurses  for  military  forces,  leaving 
a  sufficient  number  in  localities  to  care  as  best  we  may  for  the 
civilian  population. 

The  high  schools  may  cooperate  tremendously  in  this  serious 
problem.  One  way  in  which  they  may  help  is  in  interesting 
the  public  in  our  course  of  instruction  in  elementary  hygiene 
and  home  care  of  the  sick,  which  we  believe  will  make  it  pos- 


EDUCATIONAL    PROGRAM  3I 

sible  for  women  to  care  for  the  sick  in  their  own  homes  to  a 
far  greater  extent  than  they  have  been  accustomed  to,  thus 
releasing  nurses  for  this  important  mihtary  service. 

I  believe  we  must  start  a  definite  educational  campaign  if 
we  are  to  meet  the  needs  of  our  country  through  this  period 
of  war.  We  must  not  only  educate  the  nurses  to  the  impor- 
tance of  this  service,  but  educate  the  public  to  sacrifice,  to 
sacrifice  their  nurses,  to  employ  fewer  nurses  in  private  duty; 
and  encourage  the  public  to  use  more  and  more  the  hospital 
facilities  in  their  community,  where  one  nurse  may  care  for 
five  or  six  patients  if  necessary,  so  that  the  total  number  of 
nurses  remaining  in  a  locality  will  be  greatly  decreased,  thus 
giving  us  a  far  greater  number  for  military  purposes. 

There  will  be  increasing  demands  for  nurses  in  public  health 
work,  for  training  school  superintendents  in  all  of  the  European 
countries.  Even  before  the  beginning  of  the  European  war 
we  were  approached  by  Greece  and  Bulgaria,  asking  us  to 
send  experienced  training  school  superintendents  to  those 
countries  to  establish  schools  for  native  women.  I  feel  cer- 
tain that  after  the  completion  of  the  war  there  will  be  a  great 
demand  for  women  of  this  character  throughout  Europe.  The 
majority  of  graduate  nurses  in  the  world  have  been  trained 
either  in  this  country,  in  England,  or  in  Japan.  There  are 
very  few  training  schools  throughout  all  of  Southern  Europe — 
only  here  and  there  one.  After  this  war  I  believe  the  impor- 
tance of  nursing  will  have  been  so  brought  home  to  the  people 
that  they  will  demand  more  schools  for  nurses,  and  they  must 
rely  upon  this  country  and  upon  England  especially,  to  furnish 
the  superintendents. 

The  high  schools  can  cooperate  with  us  in  bringing  to  pupils, 
the  graduates  of  high  schools,  the  dignity  of  nursing  as  a  pro- 
fession. I  believe  that  the  psychological  moment  is  here  when 
nursing  will  take  its  place  among  the  important  work  of  the 
world.  We  shall  need  more  and  more  women  for  public  health 
work,  social  service  work,  infant  welfare  work.  And  following 
the  conclusion  of  the  war  we  shall  need  training  school  super- 
intendents in  great  numbers.  We  must  more  and  more  educate 
the  public,  the  women,  the  mothers  of  families,  to  prepare 


32  JUNIOR    RED    CROSS    SERVICE 

themselves  as  best  they  may,  by  our  course  of  instruction,  and 
similar  courses,  to  share  in  the  care  of  the  sick  in  their  homes. 
I  think  it  improbable  that  for  five  or  ten  years  we  shall  have  a 
sufficient  number  of  nurses  to  meet  the  demands  of  the  public 
for  the  luxurious  amount  of  nursing  to  which  they  have  been 
accustomed. 

It  is  my  hope  that  in  the  plan  which  is  being  worked  out  for 
the  schools  of  the  country,  it  may  be  possible  to  introduce, 
in  the  last  year  of  the  high  schools,  our  course  in  elementary 
hygiene  and  the  home  care  of  the  sick — at  least  for  girls  who 
are  over  sixteen  years  of  age.  I  am  not  sure  that  it  might  not 
be  extended  to  even  younger  girls  than  that,  provided  they 
are  in  the  last  year  of  the  high  school.  I  question  its  value  for 
girls  not  so  far  advanced  as  this.  We  have  often  found  these 
courses  helpful  for  the  older  students  among  the  boys.  Several 
groups  of  men  who  have  been  going  into  the  Army  have  taken 
the  course,  thinking  it  would  be  valuable  to  them  in  their  work; 
and  we  have  had  letters  from  them  afterwards  signifying  that 
had  been  the  case. 

I  feel  that  the  high  schools  can  cooperate  with  us  in  bringing 
home  to  the  girls  the  importance  of  taking  up  nursing  as  a 
profession.  They  can  cooperate  with  us  in  introducing  the 
course  of  instruction,  so  that  an  increasing  number  of  nurses 
may  be  relieved  from  the  general  activities  of  the  nurse,  for 
the  service  which  is  so  greatly  needed  at  this  time.  The  schools 
can,  of  course,  also  cooperate  with  the  school  nurse  in  main- 
taining the  health  of  the  pupils,  for  the  sake  of  the  future. 

D,  Good  Citizenship  Through  Cooperation  With  the  Nurse 
Isabel  M.  Stewart 

Teachers  College,  Columbia  University 

I  will  not  take  very  long,  because  many  of  the  points  I  had 
intended  to  suggest  have  already  been  very  ably  presented 
by  Miss  Delano. 

The  Red  Cross  represents  the  saving  of  life  and  the  relief  of 
distress  and  suffering  of  all  kinds,  especially  in  times  of  emer- 
gency, and  I  suppose  that  the  Junior  Red  Cross  will  embody 


EDUCATIONAL    PROGRAM  33 

the  same  idea,  but  the  practical  activities  carried  on  by  the 
junior  group  will  differ  in  certain  respects  from  those  of  the 
parent  body. 

Certainly  boys  and  girls  will  not  be  able  to  help  the  nurse  in 
any  definite  way  with  the  care  of  the  sick  and  wounded.  But 
nursing  means  something  more  than  the  care  of  the  sick. 
Florence  Nightingale  long  ago  made  the  distinction  between 
"health-nursing"  and  "sick-nursing."  In  "health-nursing"  she 
included  all  of  those  activities  which  make  for  the  health  of 
the  individual,  the  family  and  the  community — everything 
which  helps  to  prevent  illness,  to  conserve  and  foster  human 
life,  and  to  build  up  a  stronger  and  better  race. 

Taking  this  broader  view  of  nursing,  I  think  there  is  a  good 
deal  that  the  Junior  Red  Cross  can  do  to  cooperate  with  the 
nurse.  You  have  already  heard  of  the  part  it  may  play  in  pro- 
moting better  standards  of  personal  and  community  hygiene. 
Health  nursing  is  largely  applied  hygiene,  but  it  is  something 
more.  Nursing  always  represents  active  personal  service.  It 
is  essentially  objective  rather  than  subjective.  It  is  a  science 
but  it  is  also  primarily  an  art,  and  it  is  an  art  in  which  fine  feel- 
ings, high  ideals  of  personal  responsibility,  and  a  certain  degree 
of  skill  are  as  essential  as  sound  knowledge.  One  cannot  think 
of  any  kind  of  nursing  without  thinking  of  the  splendid  tradi- 
tions that  lie  behind  this  whole  field  of  service,  the  spirit  of 
noble  men  and  women  from  St.  Francis  to  Florence  Night- 
ingale, the  soldierly  virtues  of  courage,  endurance,  self-sacrifice, 
obedience,  unfailing  reliability  which  must  always  charac- 
terize those  who  have  the  lives  of  others  in  their  hands. 

Something  of  this  spirit  and  these  ideals  must  inspire  the 
boys  and  girls  who  are  to  help  in  conserving  the  strength  and 
health  of  our  coming  generation  of  citizens.  They  should  have 
a  special  concern  in  the  activities  which  center  around  the 
care  of  young  children.  The  girls  especially  might  learn  all 
the  simpler,  more  fundamental  things  about  the  ordinary  care 
of  babies  and  small  children,  and  might  be  able  to  assist  in 
this  work  in  summer  camps  and  day  nurseries  as  well  as  in 
their  own  homes  and  the  homes  of  friends  and  neighbors. 
Girls  of  twelve  to  sixteen  can  be  very  useful  here,  and  between 


34  JUNIOR    RED    CROSS    SERVICE 

sixteen  and  eighteen  they  would  be  able  to  take  a  good  deal  of 
responsibility  in  the  care  of  normal,  healthy  children.  We  feel 
that  they  can  also  do  much  in  educating  the  older  people,  espe- 
cially those  of  our  foreign  born  population,  in  the  better  stand- 
ards of  infant  care,  and  thus  prove  an  important  factor  in  the 
Americanization  program. 

There  are  also  certain  other  of  the  simpler  household  nursing 
measures  which  boys  and  girls  can  learn  to  assist  in.  They 
should  not  be  expected  to  shoulder  any  of  the  responsibilities 
for  the  care  of  sick  people,  but  in  cases  of  chronic  or  slight  ill- 
ness or  in  the  care  of  an  aged  or  handicapped  person,  there 
are  many  little  things  which  a  boy  or  girl  from  twelve  to 
eighteen  years  can  do,  to  give  comfort  and  assistance. 

I  will  not  speak  of  the  possibilities  of  giving  first  aid  in 
emergencies  and  accidents,  because  that  is  to  be  discussed 
later.  We  usually  feel  that  this  comes  very  close  to  nursing 
work  and  might  well  be  included  in  the  nursing  program. 
^Many  schools  are  introducing  some  work  in  the  care  of 
children  and  home  nursing  into  the  regular  curriculum,  a  very 
little  in  the  elementary  schools,  and  more  in  the  secondary 
period.  It  is  well  for  all  young  women  to  be  ready  to  help  in 
such  things,  especially  in  times  like  these,  when,  as  Miss 
Delano  has  explained,  all  our  available  trained  nurses  are  going 
to  be  needed  for  the  care  of  acutely  sick  people  and  we  shall 
have  to  depend  on  people  in  their  own  homes  to  do  a  good  deal 
more  of  their  own  nursing. 

Apart  from  these  forms  of  personal  service,  there  is  the 
preparation  of  surgical  garments  and  dressings  for  the  sick 
in  hospitals,  in  which  boys  and  girls  can  help.  The  children 
of  England  have  been  engaged  in  collecting  large  quantities 
of  a  kind  of  moss  for  surgical  dressings.  I  do  not  know  if  this 
would  be  possible  here,  but  school  children  in  many  places 
have  been  preparing  little  pillows  stuffed  with  scraps  of  cloth 
or  fuzz  which  can  be  used  both  for  comfort  pillows  and  for 
special  kinds  of  bed  pads. 

A  good  many  of  these  activities  have  been  already  incor- 
porated in  the  war-time  program  of  schools  and  organizations 
such  as  the  Girl  Scouts  and  Boy  Scouts.    I  think  this  experi- 


e'ducational  program  35 

ence  would  be  valuable  to  the  Junior  Red  Cross  and  perhaps 
some  system  of  coordination  could  be  worked  out  to  avoid 
friction  and  needless  duplication  of  activities. 

Whatever  teaching  is  undertaken  should  be  sound  and 
scientific.  The  program  should  not  be  too  ambitious  to  start 
with,  but  we  should  try  to  hammer  on  a  few  essentials  and  see 
that  they  are  actually  carried  out.  I  think  as  far  as  possible 
we  should  keep  the  children  away  from  the  horrors  and 
tragedies  connected  with  the  war,  and  instead  of  placing  the 
lime-light  always  on  the  dramatic  and  spectacular  facts  of 
life-saving  in  the  trenches,  try  to  illustrate  the  infinitely 
greater  courage  and  resourcefulness  demanded  in  the  steady 
fight  against  diseases  and  accidents  which  nurses  and  doctors 
and  a  whole  army  of  inconspicuous  heroes  and  heroines  are 
carrying  on  every  day  both  at  home  and  abroad.  This  is  the 
army  of  "life-guards"  or  "Home  Guards"  which  they  may  join 
— an  army  whose  main  fight  is  against  germs  rather  than  Ger- 
mans, and  whose  conquests  are  measured  not  by  thousands 
of  killed  or  captured,  but  by  thousands  of  American  babies 
and  good  American  citizens  saved  each  year  from  maiming  and 
crippling  and  death. 

Nurses  on  the  firing  line  in  France  and  especially  at  home 
on  the  second  line  of  defense  would  eagerly  welcome  the  sub- 
stantial assistance  which  such  an  army  of  active,  intelligent, 
and  patriotic  boys  and  girls  could  bring,  and  would,  I  am  sure, 
be  glad  to  cooperate  with  them  in  every  way  and  help  in  formu- 
lating a  program  of  real,  practical  "life-saving"  activities  in 
their  own  schools,  homes,  and  communities. 

E.   Good  Citizenship  Through  Protection  and  Rescue 
Edward  R.  Hunter 

First  Aid  Division,  American  Red  Cross 

A  matter  worthy  of  the  careful  consideration  of  those 
responsible  for  the  education  of  the  rising  generation  is  the 
teaching  of  First  Aid  to  the  Injured  and  Accident  Prevention 
in  the  schools.  The  consensus  of  opinion  is  in  favor  of  its  gen- 
eral adoption  in  some  elementary  form,  and  there  is  little  doubt 


36  JUNIOR    RED    CROSS    SERVICE 

that  the  wide  appreciation  of  the  value  of  this  knowledge  which 
has  been  borne  in  upon  the  minds  of  all  sections  of  the  com- 
munity during  the  war  will  insure  for  the  suggestion  the  serious 
thought  which  it  merits. 

It  is  appreciated  that  neither  First  Aid  nor  Accident  Preven- 
tion are  suitable  subjects  for  children  of  quite  tender  years, 
but  older  scholars  should  be  taught  the  principles  of  both  these 
important  subjects.  If  proof  of  the  ability  of  the  youthful 
mind  to  assimilate  this  knowledge  is  required,  it  will  be  found 
in  the  remarkable  facility  with  which  the  Boy  Scouts  and  Girl 
Scouts  have  acquired  the  training  which  entitles  them  to  wear 
the  merit  badges  of  their  respective  organizations  for  pro- 
ficiency in  First  Aid. 

The  First  Aid  Division  of  the  American  Red  Cross  considers 
it  not  only  desirable  but  essential  that  the  youth  of  the  country 
should  be  afforded  the  opportunity  of  receiving  instruction 
which  will  enable  them  to  render  assistance  to  their  comrades 
in  times  of  accident,  emergency,  or  illness,  and  further,  the 
First  Aid  Division  believes  this  training  should,  if  possible,  be 
acquired  at  a  time  when  the  mind  is  open  and  receptive,  as  it 
is  at  the  school  age. 

Apart  altogether  from  the  direct  advantage  which  must 
accrue  personally  to  every  possessor  of  First  Aid  knowledge, 
either  young  or  old,  a  higher  appreciation  of  duty  to  one 
another  is  inseparable  from  an  efficient  course  in  First  Aid, 
and  it  is  the  infusion  of  this  spirit  of  devotion  to  the  interests 
of  others  which  should  do  much  to  elevate  the  character  of  our 
boys  and  girls,  our  future  citizens,  and  to  encourage  them  to 
emulate  thQ  example  of  the  Good  Samaritan. 

Regarding  the  suggestion  for  the  instruction  in  First  Aid  and 
Accident  Prevention  in  the  schools,  it  has  been  said  that  the 
school  curriculum  is  overburdened  with  subjects,  and  any  addi- 
tion thereto  would  only  be  at  the  expense  of  the  general 
education.  However,  President  Wilson  in  his  recent  message 
to  educators  urges  "that  teachers  and  other  school  officers 
increase  materially  the  time  and  attention  devoted  to  instruc- 
tion bearing  directly  on  the  problems  of  community  and 
national  life." 


EDUCATIONAL    PROGRAM  37 

There  are  many  who  incline  to  the  view  that  fewer  subjects 
and  those  more  thoroughly  taught  would  better  fit  our  boys 
and  girls  for  the  battle  of  life,  and  few  subjects  can  be  conceived 
that  are  of  greater  importance  than  a  training  which  would 
enable  the  men  and  women  of  tomorrow  to  afford  skilled  and 
timely  assistance  to  their  brothers  and  sisters  when  emergencies 
arise  or  accidents  occur. 

Elementary  physiology  is  taught  in  our  schools  and  if  it  is 
proper  (and  few  will  declare  that  it  is  not  good  for  our  boys  and 
girls  to  know  something  of  the  structure  and  functions  of  the 
human  body)  it  is  highly  desirable  that  they  should  also  acquire 
the  knowledge  which  will  enable  them  to  minister  to  the  needs 
of  the  body  when  disability  occurs  through  accident  or  sud- 
den illness  and  trained  medical  assistance  cannot  be  obtained 
promptly. 

In  Accident  Prevention  or  Safety  First  Instruction  the 
thought  which  can  be  implanted  in  the  minds  of  boys  and  girls 
is  in  itself  of  great  value.  The  problem  of  Accident  Prevention 
instruction  is  not  altogether  a  problem  of  rules  and  their  en- 
forcement, safety  appliances  and  their  application,  but  educa- 
tion and  the  development  of  self-restraint  and  control.  Inves- 
tigation shows  that  of  every  five  injuries  occurring  to  school 
children,  three  are  preventable  by  the  observance  of  some 
simple  precaution.  Money  spent  in  safeguarding  conditions 
does  not  reach  more  than  one-third  of  the  accidents  occurring 
to  children,  the  remainder  in  large  part  being  due  to  careless- 
ness. A  careless  child  can  be  made  a  careful  child  by  education 
and  intelligent  caution  constantly  exercised. 

An  opportunity  exists  for  the  Junior  Red  Cross  educational 
activities  to  prepare  up-to-date  First  Aid,  Accident  Prevention, 
and  Safety  First  literature  adapted  to  the  needs  of  the  different 
grades  in  our  schools.  This  literature  should  be  in  the  form 
of  attractive,  illustrated  reading,  appropriate  in  contents  and 
vocabulary  to  the  pupils  of  the  different  grades,  dramatically 
telling  stories,  fables,  and  poetry  that  will  impress  upon  school 
children  the  need  of  being  ever  on  the  alert  to  prevent  an  acci- 
dent and  to  keep  themselves  and  others  from  harm. 


38  JUNIOR    RED    CROSS    SERVICE 

Colonel  C.  H.  Connor  of  the  United  States  Army,  Medical 
Corps,  is  in  charge  of  the  First  Aid  Division  of  the  American 
Red  Cross,  and  invites  your  suggestions  and  cooperation  in 
this  field  of  educational  work  among"^school  children. 


2.    International  Good- Will  Through  Mutual 
Knowledge  and  Appreciation 

A.   Community  Music 

Edgar  B.  Gordon 

University  of  Wisconsin 

I  regret  that  the  railroad  schedule  failed  to  get  me  my  topic 
until  I  arrived  here  this  morning.  Therefore  I  am  somewhat 
at  a  disadvantage.  However,  I  believe  that  the  subject  of  the 
arts  lends  itself  particularly  well  to  the  general  topic  of  this 
section,  namely.  International  Good- Will  Through  Mutual 
Knowledge  and  Appreciation. 

Certainly  if  there  is  anything  that  is  universal  it  must  be 
the  arts,  and  I  believe  it  has  often  been  said  that  music  is  the 
universal  language.  At  any  rate  I  feel  that  there  is  a  tremen- 
dous force  there  which  can  be  utilized  to  advantage  not  only 
by  the  Junior  Red  Cross,  but  by  the  schools  of  America  and 
by  those  who  are  interested  in  social  progress. 

I  feel  that  the  energy  which  in  most  instances  is  going  to 
waste  in  the  smaller  communities,  the  artistic  impulse,  I  iliight 
say,  could  be  focused  and  centered  in  a  very  desirable  and 
helpful  way.  It  appears  to  me  a  plan  which  might  be  promoted 
by  the  Junior  Red  Cross  would  be  one  which  shall  correlate 
and  direct  into  a  constructive  scheme  the  musical  and  dra- 
matic impulses  for  the  production  of  programs  of  one  kind 
and  another — community  programs  of  good  drama  and  music. 
This  happens  to  be  the  topic,  at  any  rate,  to  which  I  am  direct- 
ing my  remarks. 

I  have  coming  to  my  Bureau  every  month  many  inquiries 
from  communities  over  the  State  of  Wisconsin  wanting  help 
and  suggestions  as  to  how  to  promote  their  artistic  life,  how  to 


EDUCATIONAL    PROGRAM  39 

plan  musical  programs,  how  to  develop  pageants,  and  musical 
and  dramatic  organizations. 

It  has  always  seemed  to  me  that  it  is  a  tremendous  force 
that  might  be  utilized  for  many  valuable  things.  I  believe  if 
the  Junior  Red  Cross  would  take  over  that  idea  it  might  have  a 
department  for  the  development  of  community  entertainment, 
which  would  have  several  valuable  results.  I  might  suggest, 
first,  it  would  promote  a  better  understanding  among  the 
people  of  the  community.  If  it  should  be  a  community  which 
has  a  cosmopolitan  population,  certainly  the  various  groups 
of  people  working  together  in  an  artistic  way  will  develop  an 
international  good-will  through  mutual  knowledge  and  appre- 
ciation. 

I  might  say  also  that  such  an  undertaking  would  be  an  in- 
valuable contribution  to  the  leisure  problem  of  a  community. 
I  think  one  of  the  most  valuable  things  would  be  the  develop- 
ment of  esprit  de  corps — teamwork.  It  seems  to  me  that  the 
very  essence  of  good  citizenship  is  the  ability  to  work  together. 
And  people  will  not  work  together  until  they  have  played 
together. 

Of  course,  some  of  these  observations  are  trite  to  those  who 
are  interested  in  the  Play  Grounds  Association  of  America  and 
the  problem  of  leisure  generally. 

I  think  another  and  very  wonderful  value  that  could  come 
from  such  a  department  would  be  the  development  of  altruism 
not  only  in  the  children  but  in  the  people.  The  idea  of  serving 
their  community,  serving  their  nation,  serving  the  world,  by 
artistic  means,  would  be  of  untold  value.  It  supplies  a  real 
motive  for  the  artistic  expression. 

Finally,  and  not  least,  perhaps,  would  be  the  wonderful 
possibilities  of  utilizing  the  artistic  energies  of  young  people 
in  the  raising  of  funds  for  Red  Cross  purposes.  I  think  a  com- 
munity plan  which  would  correlate  and  utilize  all  of  the  artistic 
energies  of  a  community  into  the  production  of  a  series  of  home 
talent  programs,  the  funds  of  which  are  to  go  to  the  Red  Cross 
purposes,  or  some  other  worthy  cause,  would  have  a  wonder- 
fully stimulating  effect  artistically,  and  be  of  immense  social 
value. 


40  JUNIOR    RED    CROSS    SERVICE 

B.   World  Friendships 
Gilbert  H.  Grosvenor 

Director  and  Editor,  National  Geographic  Society 

Neither  mountains  nor  plains,  rivers  nor  oceans  can  separate 
friends  today. 

Not  long  ago  the  National  Geographic  Society  gave  a  dinner 
in  Washington  at  which  its  members  made  voice  visits  by 
telephone  to  absent  members  in  Mexico,  Canada,  Florida, 
and  Maine.  One  guest,  a  young  mother,  said  "Good-night, 
God  guard  you,"  to  her  two  little  sons,  three  and  five  years  of 
age,  snug  in  bed  in  San  Francisco,  and  their  treble  voices 
responded  distinctly  to  her  blessing  across  three  thousand 
miles  of  space. 

The  telephone  has  introduced  us,  citizens  of  the  Republic, 
and  made  us  known  one  to  the  other,  from  North,  South, 
East,  and  West.  Most  of  us  are  brought  so  close  to  each  other 
by  its  magic  powers  that  we  could,  if  we  wished,  sing  "The 
Star-Spangled  Banner"  in  unison,  and  each  could  hear  the 
swelling  chorus  of  one  hundred  million  other  Americans,  all 
chanting  the  hymn  of  liberty  at  the  same  time. 

Nor  does  our  power  to  speak  with  fellow  world-citizens  stop 
with  our  shores.  The  other  day  a  man  in  the  National  Capital 
talked  by  telephone  with  a  friend  on  top  of  the  Eiffel  Tower 
in  Paris,  and  another  friend,  in  Honolulu,  way  out  in  the 
Pacific  Ocean,  overheard  the  conversation. 

We  hear  the  voice  of  a  friend  thousands  of  miles  away, 
the  tones  so  real  that  we  feel  we  are  conversing  with  some 
one  across  the  room  whom  we  can  touch  with  our  hand. 
It  is  as  if  we  can  see  his  smile  or  tears,  and,  like  a  hand- 
clasp across  space,  our  own  voice  conveys  our  pleasure  or 
sympathy. 

You  will  have  to  be  careful,  though,  at  what  time  you  call 
up  your  distant  friend.  It  may  be  your  breakfast  hour  and 
his  bedtime.  If  he  is  in  Panama  and  you  condole  with  him 
on  the  cold  morning  (there  being  a  foot  of  snow  on  the  ground), 

^Not  presented  at  Conference;  Conference  address  was  a  summary  of  this 
article  which  was  written  for  children. 


EDUCATIONAL    PROGRAM  4I 

he'll  laugh  at  you.  Or  if  he  is  in  Argentina  and  you  tell  him 
you  have  just  won  the  prize  in  your  corn  club  for  the  best 
harvest  and  ask  him  if  the  judges  in  his  country  have  made  the 
award  yet,  you'll  be  mortified  to  hear  that  he  has  not  yet  even 
planted  his  corn.  September  for  you  means  March  weather 
for  him.  Thus  you  must  learn  something  about  the  manner 
of  life  of  your  telephone  friends,  so  that  when  you  make  your 
next  call  you'll  be  prepared. 

But  there  are  so  many  peoples  in  the  world,  and  so  different 
in  color  and  garb,  in  habit  and  thought,  that  we  must  begin 
early  in  life  to  appreciate  the  distinction  between  Chinaman 
and  Caucasian,  Philippine  Islander  and  African. 

Hearing  his  voice  so  plainly,  with  all  its  inflections  of  laugh- 
ter, earnestness,  or  grief  enables  you  to  visualize  the  personality 
of  your  telephone  friend  on  the  other  side  of  the  globe,  but 
after  a  few  conversations  you  feel  that  you  would  like  to  see 
him.  It's  pretty  hard  to  believe,  when  you  plow  home  through 
huge  snowdrifts,  that  at  that  very  moment  he  is  resting  under 
a  banana  tree  where  it  is  so  hot  that  even  to  pick  the  fruit  is  a 
perspiring  operation. 

An  enchanted  bird  is  nearly  ready  to  carry  you  whither 
you  will.  The  other  day  a  girl  in  her  teens  flew  from  Chicago  to 
New  York,  then  on  to  Washington.  An  Italian  left  North  Italy 
after  breakfast  and  in  his  trusty  Caproni  soared  above  the 
snow-clad  Alps  and  landed  in  London  in  time  for  a  late  lunch. 
An  Englishman  flew  from  London  across  France,  Italy,  Greece, 
and  Bulgaria  to  Constantinople,  2,000  miles  away.  You  think 
you  would  like  to  try  one  of  these  aerial  expresses  and  fly 
faster  than  the  most  swiftly  flying  bird. 

In  a  few  months  there  will  be  regular  express  cars  crossing 
the  Atlantic  Ocean  between  sunrise  and  sunset,  a  real  'flying 
express'  that  transports  the  fortunate  passenger  from  New 
York  to  London  between  breakfast  and  supper.  My  grand- 
mother told  me  that  she  crossed  the  Atlantic  in  her  youth  on  a 
sailing  vessel  and  people  congratulated  her  because  she  made 
the  trip  in  six  weeks.  Probably  by  the  time  the  young  readers 
of  this  story  are  old  enough  to  earn  their  own  living,  there  will 
be  huge  express  birds  leaving  New  York,  Chicago,  San  Fran- 


42  JUNIOR    RED    CROSS    SERVICE 

CISCO,  bound  for  China,  India,  or  South  Africa.  It  will  be 
possible  to  fly  around  the  globe  in  ten  days,  or  perhaps  in  a 
week. 

But  who  will  be  the  first  passengers?  Who  will  get  the  first 
seats? 

Just  as  every  reader  knows  that  his  mother  is  the  sweetest 
and  dearest  in  the  world,  so  we  all  rightly  believe  our  country 
superior  to  all  others,  but  our  very  pride  in  our  own  land 
should  inspire  us  to  realize  that  America  can  be  even  finer, 
and  it  is  our  duty  to  contribute  to  her  spiritual  growth  and 
material  progress.  Nations  are  obliged  to  follow  the  same 
natural  laws  as  those  which  govern  all  life;  ours  must  either 
grow  or  decay.  You  cannot  put  a  nation  in  cold  storage  where 
it  will  keep  indefinitely  just  as  it  is. 

Spurred  by  the  necessity  of  developing  a  vast  new  land,  and 
inspired  by  the  blessing  of  equal  opportunities  for  everyone 
to  acquire  fame  and  fortune,  our  forefathers  in  the  short  life 
of  our  nation  have  produced  more  inventions  than  were  pro- 
duced in  the  2,000  years  preceding  our  Declaration  of  Inde- 
pendence— the  steam  engine,  steamboat,  telegraph,  telephone, 
sewing  machine,  ether,  electric  trolley  and  electric  motor, 
elevator,  cotton  gin,  gas  engine,  agricultural  machinery  which 
feeds  the  world,  ice-making  plant,  air-brake,  type-setter,  type- 
writer, modern  printing  press,  electric  light,  moving  picture, 
submarine,  and  flying  machine. 

So  marvelous  and  so  innumerable  have  been  our  fathers' 
inventions,  so  rapid  has  been  our  growth  in  numbers  and 
wealth,  and  so  great  our  pride  in  the  riches  that  Providence 
has  showered  on  America — the  biggest  and  oldest  trees  on  the 
face  of  the  earth,  the  vastest  cavern,  the  longest  river,  the 
greatest  fresh  water  lakes,  the  biggest  and  most  fertile  plains 
for  growing  wheat  and  corn  and  meat,  the  greatest  volcano, 
immense  mountains  of  coal  and  iron  and  subterranean  lakes 
of  oil,  inexhaustible  mines  of  copper,  salt,  sulphur,  lead,  of 
everything  that  we  can  eat  and  use — that  we  might  be  tempted 
to  inquire,  why  look  beyond  our  own  fence  line;  haven't  we 
everything  we  want  here  and  everything  of  the  best?     No: 


EDUCATIONAL    PROGRAM  43 

the  genius  of  our  fathers  has  made  us  citizens  of  the  world  and 
not  of  America  alone,  and  their  genius  demands  that  we  be 
modest  and  consider  whether  some  of  our  prosperity  and 
health  has  not  been  derived  from  borrowed  discoveries. 

It  is  well  to  remember  that  those  same  races — Scotch, 
English,  Irish,  Italian,  French,  Pole,  Teuton — from  whom  our 
inventors  are  sprung,  are  still  living  in  Europe,  and  that  these 
in  successive  years  have  been  generously  evolving  new  inven- 
tions and  new  blessings  for  all  mankind. 

Probably  every  reader  of  this  book  has  a  round  white  scar 
of  about  the  size  of  a  dime.  If  you  are  a  boy,  the  scar  is  prob- 
ably on  your  left  arm,  or  if  you  are  a  girl,  it  may  be  on  your 
left  leg.  You  remember  well  how  you  got  that  scar.  One  day 
Mother  announced  at  breakfast  that  the  doctor  was  coming 
to  vaccinate  you,  and  presently  he  came  and  grabbed  your 
arm  and  scraped  the  skin  away  until  you  could  see  your  raw 
flesh,  and  then  he  took  some  greasy  stuff  (which  he  said  was 
from  a  sick  cow),  and  rubbed  it  in  the  red  flesh  and  bound  up 
the  wound.  In  a  few  days  you  proudly  displayed  a  great  red 
flaming  sunburst,  and  the  doctor  said  that  the  vaccination 
had  "taken",  and  you  were  safe  against  smallpox.  Few  of  my 
readers  have  been  so  unlucky  as  to  see  a  victim  of  smallpox, 
and  yet  only  a  short  while  ago  this  loathsome  disease  caused 
the  death  of  hundreds  of  thousands  each  year.  Young  and 
old,  rich  and  poor,  clean  and  unclean — no  one  who  was  exposed 
to  contagion  escaped  death  or  horrible  disfigurement. 

Shortly  after  the  settlement  of  Mexico  by  the  Spaniards, 
smallpox  was  introduced,  of  course  accidentally,  and  in  one 
year  caused  the  death  of  three  million  people.  During  the  last 
year  of  Washington's  presidency,  an  English  physician  by  the 
name  of  Jenner,  living  near  London,  discovered  the  efficacy  of 
vaccination,  with  the  result  that  Americans  and  Japanese, 
Persians  and  Italians,  with  a  little  trouble  can  be  made  safe 
against  a  scourge  that  is  always  threatening  to  erupt  again. 
There  are  many  other  English  inventors  besides  Dr.  Jenner 
who  have  been  making  discoveries  the  fruits  of  which  all  the 
world  has  enjoyed. 


44  JUNIOR    RED    CROSS    SERVICE 

Have  you  ever  looked  on  the  cap  of  the  morning  milk  bottle 
and  seen  there  the  word  "pasteurized"?  Or  have  you  watched 
Mother  "pasteurize"  milk  for  you  when  you  are  sick?  That 
word  tells  of  a  man  who  lived  in  France  and  whose  work  has 
saved  millions  of  men  and  women  from  untimely  deaths. 

Your  physiologies  tell  you  about  germs,  how  they  produce 
typhoid  fever,  pneumonia,  diphtheria,  scarlet  fever,  tubercu- 
losis, and  many  other  diseases.  All  these  dread  ills  are  caused 
by  creatures  so  tiny  that  for  thousands  of  years  no  one  knew 
that  they  existed.  They  hid  around  in  everything,  seeking  a 
chance  to  slip  into  the  blood  of  men  and  women,  and  usually 
they  got  their  chance,  for  people  can't  fight  things  they  don't 
know  anything  about.  For  untold  centuries  they  had  been 
secretly  killing  millions  of  people. 

But  one  day  this  learned  Frenchman,  Louis  Pasteur,  hap- 
pened to  discover  the  tracks  of  some  of  these  disease-producing 
scoundrels,  and  later  he  captured  some. 

He  then  foretold  that  germs  would  be  found  to  be  respon- 
sible for  all  epidemic  diseases,  and  that  if  the  people  would 
keep  the  germs  from  getting  a  foothold  in  their  bodies,  these 
diseases  would  disappear. 

Since  that  day  doctors  everywhere  have  been  learning  more 
and  more  about  disease  germs,  and  how  to  avoid  them,  with 
the  result  that  diseases  caused  by  them  are  fast  being  banished. 
There  are  enough  lives  saved  in  the  United  States  every  year  to 
populate  a  country  like  Belgium,  because  this  famous  French- 
man proved  that  disease  germs  exist,  and  that  they  are  stealthy 
little  murderers,  too  small  to  see,  but  killing  more  people  every 
week  than  all  of  the  wild  animals  and  snakes  of  the  world  kill 
in  a  century.  The  lives  which  his  great  discovery  has  already 
saved  are  more  than  have  been  lost  in  all  the  wars,  from  the 
Revolution  to  now,  including  the  millions  slain  in  the  great 
war  in  Europe. 

Pierre,  a  young  French  boy  who  had  been  fighting  in  the 
trenches,  was  carried  to  the  hospital  a  bloody  mass  of  broken 
bones  and  flesh.  "Pierre,"  said  the  doctor,  "I  must  amputate 
both  your  legs  above  the  knee."  "How  kind  my  country  is," 
cried  Pierre,  "I  offered  her  my  life  and  she  has  only  taken 


EDUCATIONAL    PROGRAM  45 

my  legs."  A  hero,  a  French  hero;  wouldn't  you  like  to  know 
more  about  the  people  where  all  boys  and  all  girls  are  like 
Pierre?  No  French  mother  ever  said,  "I  didn't  raise  my  boy 
to  be  a  soldier." 

And  then  there  is  the  story  of  Guynemer,  the  eagle  of  the 
air,  a  boy  of  twenty  who  had  challenged  and  overcome  fifty 
Prussian  fighting-planes.  At  the  Grand  Review  of  the  French 
army  in  Paris,  Guynemer  shared  with  General  Joffre  the 
loudest  cheers  of  the  grateful  populace.  So  many  women 
wanted  to  kiss  him  and  so  many  men  to  pat  him  on  the  back 
and  tell  him  what  a  fine  fellow  he  was  and  how  proud  they 
were  of  him,  that  a  special  guard  had  to  be  placed  around  the 
boy.  Guynemer's  courage  and  daring  were  such  a  thrilling 
example  for  all  France  that  the  government  decided  that  he 
should  fly  no  more,  teaching  others  instead.  But  the  boy 
begged  to  fly  ten  more  times;  the  Government  consented,  and 
on  his  fifty-fourth  flight  he  fell,  a  victim  in  battle. 

The  Commander  in  Chief  of  our  Navy,  President  Wilson, 
from  his  office  in  Washington  can  wireless  an  order  to  our 
battleships  in  Buenos  Aires,  in  Hongkong,  or  in  the  Atlantic 
Ocean  because  of  an  Italian,  Marconi,  whose  inventions  also 
save  many  thousands  of  lives  shipwrecked  or  submarined. 
Five  hundred  years  before  Marconi,  another  Italian  invented 
the  telescope,  which  has  revealed  to  us  the  starry  heavens  and 
improved  the  microscope  which  has  made  modern  medicine 
and  chemistry  possible.  One  of  the  marvels  of  history  is  this 
extraordinary  Italian  race  that  for  two  thousand  years  has  given 
to  the  world  one  succession  of  genii,  musicians,  authors,  creators 
of  inspiration  and  advancement,  from  which  all  other  peoples 
have  benefited.  Italy  has  been  aptly  called  the  mother  of 
civilization,  of  art  and  of  science,  and  also  the  cradle  of  intel- 
lectual liberty. 

We  like  to  recall  the  wonderful  example  which,  two  hundred 
years  ago,  the  Dutch  set  future  democracies  by  their  struggle 
for  the  principle  of  self-government,  free  schools,  and  religious 
toleration  against  the  then  most  powerful  nation  in  the  world. 
The  story  of  the  youth  who  used  his  finger  to  stop^the  hole  in 
the  dike  and  kept  out  the  sea  which  threatened  the  destruction 


46  JUNIOR    RED    CROSS    SERVICE 

of  all  the  lowlands,  was  symbolic  of  that  little  nation  which, 
to  preserve  her  liberty,  more  than  once  opened  her  dikes  and 
let  the  waters  flood  her  fields  and  houses,  as  the  only  means 
to  drive  out  the  invaders. 

And  Spain,  whose  queen  could  dream  dreams  and  see  visions 
beyond  the  narrow  horizon  of  her  court  life.  And  though  the 
splendor  of  Spain's  empire  has  been  dimmed  by  causes  which 
need  not  now  be  rehearsed,  it  is  a  glorious  heritage  which  she 
has  given  to  civilization,  for  through  her  enterprise,  coupled 
with  the  genius  of  Italian  explorers,  the  sphere  of  man's  use- 
fulness was  doubled,  and  a  New  World  given  to  the  human  race. 

Our  ally,  Portugal,  through  her  son,  Vasco  da  Gama,  found 
a  new  way  to  the  treasures  of  the  Far  East,  and  hastened  the 
coming  of  that  day  when  the  Occident  and  the  Orient  will  join 
hands  in  complete  human  fellowship,  understanding,  and  help- 
fulness. "We  come  to  seek  Christians  and  spices,"  said  the 
first  of  Vasco  da  Gama's  sailors  to  touch  foot  on  "India's  coral 
strand,"  and  that  fruitful  search  continues  to  this  day  on  the 
part  of  all  enlightened  peoples  in  their  dealings  with  less 
advanced  races;  the  extension  of  the  spirit  of  altruism,  one 
people  toward  another,  as  exemplified  in  Christianity's  creed, 
and  the  development  of  commerce,  which  makes  the  world  a 
more  enjoyable  place  in  which  to  live,  where  the  surplus  riches 
and  comforts  of  one  realm  may  be  exchanged  for  those  of 
another. 

Palestine  and  Syria  are  enshrined  in  the  heart  of  humanity, 
for  it  was  here  that  the  world  received  the  precepts  by  which 
Democracy  is  fighting  today;  that  principle,  not  brute  power, 
is  the  ruling  factor  of  the  Universe. 

Egypt,  known  in  ancient  times  as  the  Granary  of  the  East, 
is  now  history's  greatest  granary,  its  seeds  of  facts  concerning 
early  civilizations  being  inexhaustible.  It  was  not  only  the 
food  reservoir  of  olden  days,  but  the  birthplace  of  sciences  which 
in  their  full  development  are  enabling  us  to  conquer  and  con- 
serve the  titanic  forces  of  the  natural  world. 

And  then  there  is  Bagdad,  the  birthplace  of  the  Arabian 
Nights,  of  Aladdin's  Lamp,  and  all  those  delightful  tales  that 
fascinate  old  and  young.    Women  living  eight  thousand  years 


EDUCATIONAL    PROGRAM  47 

ago  in  this  region  enjoyed  every  right  that  a  man  had  and  for 
the  same  work  received  the  same  pay  that  a  man  got. 

If  we  stood  on  the  summit  of  Mt.  Aconcagua,  the  loftiest 
of  the  American  peaks  and  the  second  highest  mountain  on 
earth,  an  interesting  vista  of  repubUcs  and  of  peoples  would 
lie  beneath  us,  constituting  the  vast  continent  of  South 
America.  Brazil  would  show  us  her  wonderful  coffee  planta- 
tions and  rubber  forests;  Argentina  spread  before  us  her 
great  pampas  alive  with  cattle,  and  her  undulating  wheat 
fields;  and  Chile  urge  us  to  pause  and  peer  into  her  great 
nitrate  mines  which  for  so  many  years  have  supplied  the  world 
with  the  chief  ingredient  of  gunpowder. 

But  we  cannot  accept  all  of  these  invitations.  Let  us, 
therefore,  turn  to  Peru,  the  home  of  the  most  remarkable  race 
of  which  the  Western  Hemisphere  ever  boasted. 

Few  of  us  can  realize  or  appreciate  the  amazing  civilization 
of  the  ancient  Incas,  a  civilization  which  in  many  respects  far 
surpassed  the  long- vaunted  development  of  the  ancient  Egyp- 
tians, the  Assyrians,  and  the  Babylonians. 

In  the  terraced  farms  of  the  Incas,  clinging  to  the  precipi- 
tous slopes  of  the  lofty  Andes,  we  find  hanging  gardens  which 
make  those  of  Nebuchadnezzar's  Babylon,  rated  by  historians 
as  one  of  the  Seven  Wonders  of  the  World,  seem  mere  children's 
toys.  The  walls  within  which  these  terraces  were  confined  are 
marvels  of  stone  masonry.  So  perfectly  fitted  are  the  massive 
blocks  that  after  thousands  of  years  they  stand  in  all  their 
original  perfection.  Here  the  Incas,  rulers  of  a  land-starved 
people,  put  into  effect  a  food-control  system  which  worked 
so  smoothly  and  so  effectively  that  if  the  same  methods  could 
be  adopted  today  there  would  be  no  possibility  of  our  Allies 
suffering  for  lack  of  the  necessities  of  life. 

And  the  Incas  were  a  supremely  practical  race  of  rulers. 
Instead  of  erecting  useless  monuments,  as  did  Rameses  and 
Seti  and  the  other  Pharaohs  of  Egypt,  they  built  staircase 
farms,  as  benefactions  to  their  peoples,  to  commemorate 
their  reigns.  It  was  their  idea  of  glory  to  supply  their  house- 
holds and  their  subjects  with  permanent  agricultural  improve- 
ments.   They  put  into  practice  the  millennial  idea  of  beating 


48  JUNIOR    RED    CROSS    SERVICE 

their  swords  into  plowshares,  for  their  efforts  were  concen- 
trated on  building  gardens  instead  of  fortresses.  These  gardens 
they  built  everywhere,  some  of  them  on  such  steep  slopes  that 
when  used  today  the  squashes  must  be  tied  to  stakes  lest  they 
fall  from  the  soil  into  the  valley  thousands  of  feet  below. 

And  all  of  this  magnificent  civilization  was  developed  in  our 
own  Western  Hemisphere,  not  borrowed,  as  was  once  believed, 
from  the  Chinese  and  the  Malays. 

One  of  the  most  interesting  features  of  our  visit  to  Peru 
would  be  the  discovery  that  here  we  may  go  from  a  tropical 
climate  to  the  Arctic  Zone  of  perpetual  snow  in  a  journey  of 
a  few  miles.  At  one  end  of  a  valley  we  may  wander  amid 
plantations  of  sugar-cane  and  groves  of  banana  trees,  while 
gazing  upward  we  may  see  in  the  distance  all  the  fruits  and 
cereals  of  the  temperate  zone,  crowned  by  glaciers  on  peaks 
towering  four  miles  into  the  air.  It  is  exactly  as  if  we  were 
able  to  look  from  Jamaica  to  Alaska.  Here  we  find  the  most 
sublime  beauties  of  nature  in  combination  with  the  most  im- 
pressive achievements  of  medieval  man. 

No  visit  to  Peru  would  be  complete  without  giving  some 
thought  to  the  treasure  of  the  Incas,  that  fatal  gift!  Had  it 
not  been  for  the  vast  wealth  of  gold  and  silver,  accumulated  by 
these  monarchs  through  the  centuries,  the  cupidity  of  Spanish 
conquerors  would  never  have  been  aroused,  and  the  hand  of 
the  destroyer  would  not  have  been  laid  upon  this  essentially 
peaceful  people. 

That  wealth  is  now  dissipated,  and  the  world  none  the  better 
for  its  having  existed ;  but  there  was  another  treasure  given  by 
the  Peruvians  to  mankind,  and  its  lasting  blessings  mount 
each  year  in  ever-increasing  ratio.  It  was  from  the  staircase 
farms  of  the  Incas  that  the  world  received  the  potato.  Today 
six  billion  bushels  of  this  life-giving  tuber  are  dug  from  the 
ground  every  year.  A  single  season's  crop  is  worth  more  than 
all  the  gold  and  silver  which  Pizarro's  soldiers  carried  back  to 
Europe  and  poured  into  the  coffers  of  Castilian  kings. 

The  Incas  had  the  most  complete  social  organization  of 
which  man  has  any  record.  But  there  was  just  one  flaw  in 
their  civilization :  they  placed  all  their  reliance  in  the  Utopian 


EDUCATIONAL    PROGRAM  49 

theory  that  other  powerful  races  would  pursue  the  paths  of 
peace.  They  made  no  provision  for  the  possibility  of  envy 
and  covetousness  possessing  the  hearts  of  other  nations.  They 
did  not  deem  it  necessary  to  protect  their  achievements; 
they  were  not  prepared  to  oppose  force  with  force,  and 
their  civilization  fell  before  the  rude  onslaught  of  medieval 
militarists. 

Thus  the  Incas,  who  gave  us  the  potato  (and  the  Aztecs  of 
Mexico  who  gave  us  the  precious  corn) ,  by  their  unhappy  fall 
left  us  something  else  of  vast  value — a  sad  lesson  in  the  neces- 
sity of  'preparedness'. 

How  strange  are  geographic  forces  that  alter  the  face  of 
earth.  We  know  that  the  camel  was  originated  somewhere 
within  the  United  States  and  probably  the  horse  also,  and  yet 
when  Columbus  discovered  America  there  wasn't  a  single 
horse  or  donkey  on  the  continent,  and  you  all  know  how 
numerous  camels  are  here  today.  And  then  there  were  those 
strange  upheavals  that  so  isolated  Australia  that  she  received 
none  of  the  animals,  bears,  elephants,  horses,  cows,  pigs,  cats, 
dogs,  etc.,  evolved  in  the  other  continents,  and  developed 
strange  creatures  and  plants  of  her  own.  The  visitor  to  Aus- 
tralia, if  he  is  a  geographer,  sees  all  about  him  trees  and  giant 
ferns  and  flowers  of  a  kind  that  grew  in  America  and  Europe 
millions  of  years  ago  and  that  are  now  found  only  as  fossil 
deposits  in  our  coal  beds. 

The  Japanese  celebrate  Mothers'  Day  in  a  very  beautiful 
and  touching  manner.  On  Mothers'  Day  all  the  boys  march 
to  their  temples  with  presents  of  flowers  and  offer  prayers  for 
the  health  and  strength  of  those  who  are  about  to  become 
mothers  in  the  Empire.  What  an  inspiring  appreciation  of  the 
suffering  and  sacrifice  of  our  mothers!  Nowhere  do  you  find 
youth  showing  greater  consideration  for  babies  and  infants 
than  in  Japan.  A  baby  brother  or  baby  sister  is  strapped  to  a 
child's  back  almost  as  soon  as  the  latter  can  toddle.  It  is  an 
interesting  sight  to  watch  the  boys  and  girls  playing  their 
games  of  catch-as-catch-can,  etc.,  with  baby  peering  curiously 
over  the  shoulder  and  greatly  enjoying  the  all-day-long 
*pig-a-back'. 


50  JUNIORREDCROSSSERVICE 

History  contains  no  finer  example  of  the  voluntary  surrender 
of  wealth  and  of  the  dignity  and  ease  that  riches  bring,  than 
the  sacrifices  made  by  the  opulent  barons  and  lords  of  Japan 
less  than  fifty  years  ago.  Captivated  by  the  tact  and  personal 
charm  of  our  Commodore  Perry,  the  Japanese  resolved  to 
depart  from  their  age-long  seclusion,  and  have  commerce  with 
all  nations.  Their  controlling  spirits,  however,  the  rich  barons 
and  the  fighting  Samurai,  the  knights,  realized  that  if  Japan 
was  to  attain  a  respected  and  important  position  among  other 
countries,  they  must  divide  the  immense  estates  which  their 
families  had  owned  for  many  generations,  and  distribute  the 
land,  held  by  a  few,  among  the  peasants.  This  they  did,  and 
for  their  country's  sake,  of  their  own  free  will  they  shared  their 
rights  and  possessions  with  those  that  had  had  no  privileges. 

The  career  of  Japan  illustrates  very  dramatically  the  advan- 
tage reaped  by  studying  other  nations.  Her  keenest  minds 
have  explored  America,  Europe,  Asia,  and  Africa,  for  the  best 
thoughts  and  best  things  that  they  have  to  offer,  and  that 
would  help  her  to  become  a  leader.  We  gladly  applaud  Japan 
for  her  ambition,  ability,  energy,  and  heroism  which  have 
elevated  her  in  a  few  years  from  an  insignificant  country  to 
one  of  the  most  powerful  in  the  world.  Nor  should  we  forget 
that  during  her  own  amazing  progress  she  has  contributed 
discoveries  of  value  to  us. 

In  a  football  or  baseball  match  you  study  carefully  the 
strength  of  your  competitor,  seeking  to  discover  his  strong 
and  weak  points  so  that  you  may  be  prepared  for  the  friendly 
contest  and  more  easily  obtain  the  coveted  victory.  But  the 
ambitious  athlete  is  not  content  to  observe  his  opponent  only. 
He  looks  everywhere  for  a  new  curve  or  a  new  tackle  in  the 
hope  that  he  may  finally  capture  a  position  on  the  Ail-Ameri- 
can team.  Thus  Japan's  tireless  examination  of  other  nations, 
her  constant  emphasis  of  the  importance  of  geographical 
knowledge,  is  an  example  that  we  may  well  copy. 
i: .  The  key  that  reveals  the  secrets  of  every  people  is  the  study 
of  the  earth  on  which  we  live  and  more  particularly  the  manner 
in  which  all  people  work  and  live,  think,  and  aspire.  By  learn- 
ing to  understand  other  nations,  we  shall  acquire  a  higher 


EDUCATIONAL    PROGRAM  5I 

respect  for  them  and  thereby  obtain  a  more  accurate  gauge 
with  which  to  measure  our  own  deeds  and  ambitions. 

In  our  geographic  jaunt  around  the  world,  seeking  to  under- 
stand the  ideals  and  motives  of  other  peoples,  to  accept  the 
true  and  noble  things  which  they  have  to  give  mankind,  we 
have  come  to  Germany.  It  is  not  my  desire  to  instill  into  your 
hearts  the  poison  of  unalterable  bitterness  and  hatred,  but  it 
is  essential  to  your  well-being  and  to  the  progress  of  civilization 
that  you  should  be  informed  of  and  warned  against  a  system 
of  philosophy  and  a  code  of  ethics  which  have  spelled  ruin  and 
desolation  to  peaceful,  unoffending,  prosperous,  valiant  peo- 
ples whose  only  'crime'  had  been  that  they  did  not  glorify 
brute  force.  In  understanding  these  facts  you,  the  world- 
citizens  of  tomorrow,  will  set  your  faces  sternly  against  the 
destructive  teachings  of  such  philosophers  and  the  tenets  of 
blindly  selfish  rulers  who  have  encouraged  and  have  profited 
by  those  teachings. 

In  Christmas  week  preceding  the  outbreak  of  the  Great  War, 
a  Prussian  officer  walking  down  the  street  of  a  German  town 
drove  his  sword  through  the  breast  of  a  cripple  whom  he  passed 
on  the  sidewalk.  The  officer  said  he  didn't  like  the  way  the 
cripple  smiled  at  him.  His  superiors — from  the  captain  to  the 
Kaiser — praised  his  act  and  to  other  officers  and  boys  he  was 
pointed  out  as  an  example  of  the  prompt  and  effective  manner 
in  which  a  German  officer  should  resent  an  'insult*. 

The  French,  living  next  to  Germany,  knew  the  motives  that 
governed  the  Prussian  mind,  but  the  British  and  we  Americans 
could  not  believe  such  acts  could  be  true.  We  neglected  to 
examine  the  manner  of  life,  work,  thought,  and  government 
of  the  German  people — the  geography  of  Germany.  If  the 
British  and  the  Americans  had  studied  the  real  geography  of 
the  Prussians  and  thus  penetrated  the  camouflage  of  German 
'Kultur',  we  would  have  learned  of  the  monstrous  dragon 
slowly  growing  at  our  side,  and,  like  France,  would  have 
sharpened  our  swords  before  the  dragon  got  loose. 

Do  not  imagine  that  the  German  who  advocates  ruthless 
submarine  warfare  at  sea,  the  bombing  of  hospitals  and 
schools,  the  terrorizing  and  enslavement  of  thousands  of  men 


52  JUNIOR    RED    CROSS    SERVICE 

and  women,  and  the  leveling  of  beautiful  cities,  is  a  new  type 
of  man.  The  world  has  been  afflicted  with  such  war-makers  in 
past  ages;  our  surprise,  our  sorrow,  and  our  righteous  anger  are 
born  of  the  fact  that  we  thought  mankind  had  abandoned  such 
savage  principles  of  conduct.  The  world  had  come  to  believe 
that  the  black  chapters  of  history  in  which  had  been  written 
the  grim  deeds  of  the  heartless  Tamerlane,  bloody  leader  of 
wild  Mongolian  hordes;  the  destroying  career  of  Cyrus  the 
Great,  who  blotted  out  the  majestic  civilization  of  ancient 
Babylonia  and  gave  the  world  nothing  in  its  stead ;  the  fright- 
ful excesses  of  Alaric  the  Visigoth,  of  Attila  the  Hun,  and  of 
many  other  ancient  and  medieval  military  despots  whose  paths 
to  power  were  strewn  with  the  desolation  wrought  by  fire  and 
sword — the  world  thought  such  chapters  had  been  closed  for- 
ever, and  that  an  era  of  fellowship  and  mutual  helpfulness  had 
dawned. 

The  conquests  of  Tamerlane  were  dissipated  with  his  death ; 
the  kingdom  of  Cyrus  soon  vanished  from  the  earth ;  ruins  are 
the  scars  of  civilization  which  tell  us  that  Alaric  and  Attila 
once  lived  and  destroyed.  Their  empires  are  no  more  and 
mankind  is  poorer  for  their  having  lived  because  they  were 
actuated  by  the  false  principles  of  force,  of  cruelty,  and  of  a 
ruthless  disregard  for  the  rights  of  others. 

It  is  these  same  principles  which  today  nullify  all  the  good 
which  otherwise  the  world  might  derive  from  the  scientific 
development  and  the  efficiency  of  the  German  people.  And 
until  the  Teuton  race  is  purged  of  its  false  philosophy  which 
deifies  brute  force,  as  represented  in  Militarism,  the  name  of 
Germany,  as  the  great  Hebrew  prophet  warned  another  people 
who  had  forgotten  their  God  and  'burned  incense  to  vanity', 
will  be  a  perpetual  hissing,  their  land  made  desolate  'and 
everyone  that  passe th  thereby  shall  be  astonished,  and  wag 
his  head'. 

I  have  endeavored  in  this  chapter  to  illustrate  that  there  is 
something  to  admire  in  the  habits  and  customs  of  every  people; 
no  nation  is  so  insignificant  that  its  life  and  history  do  not 
teach  some  lesson.  Someone  has  said,  and  we  all  believe  him, 
that  as  man  and  woman  are  made  in  the  image  of  God,  every 


EDUCATIONAL    PROGRAM  53 

human  being  partakes  of  the  divine  character.  In  how  much 
larger  degree  this  must  apply  to  nations  which  comprise  mil- 
lions of  men  and  women!  Horrible  as  this  war  has  been,  It 
has  none  the  less  been  a  surprising  revelation  of  the  courage 
of  all  races.  Men  have  never  fought  before  under  such  grueling 
tests  of  fortitude,  endurance,  and  self-sacrifice.  Invisible 
creeping  gas,  which  if  it  does  not  kill,  dooms  the  victim  to 
months  of  agony;  starving  and  freezing  In  open  boats  on  a 
storm-swept  sea;  slow  suffocation  in  submarines  pinned  in 
nets  or  trapped  to  ocean  bottom;  duels  in  the  air  higher  than 
any  birds  soar,  followed  by  plunge  to  a  bespattered  death 
thousands  of  feet  below,  do  not  make  men  hesitate.  In  every 
nation  millions  are  contending  furiously  to  be  the  first  to  offer 
their  bodies  on  the  altar  of  liberty. 

Such  heroism  would  be  impossible  but  for  the  insatiable 
thirst  for  advancement  that  for  thousands  of  years  has  been 
burning  in  the  human  breast.  Onward  to  freedom  and  a  bet- 
ter life  has  been  the  beacon  that  has  beckoned  our  ancestors 
since  the  creation  of  Adam.  Sometimes  the  flame  seemed  ex- 
tinguished but  it  was  slumbering  only  to  burst  out  more 
fiercely  and  mark  another  advance  toward  universal  liberty. 


C   Protecting  the  Child's  Heritage  in  Nature 
Frank  M.  Chapman 

Editor,  Bird-Lore 
Curator  of  Birds,  American  Museum  of  Natural  History,  New  York,  N.  Y. 
Director,  Bureau  of  Publications,  American  Red  Cross 

Standing  at  my  own  threshold,  as  it  were,  I  feel  a  certain 
self-consciousness  which  seems  to  call  for  an  explanation  as  to 
why  an  ornithologist  should  have  been  summoned  to  serve  the 
Red  Cross.  When  my  zoological  colleagues  ask  this  question, 
I  reply  by  asking  them  if  they  have  ever  heard  of  a  certain  bird 
called  the  Red  Crossbill. 

While  it  is  true  that  the  Red  Crossbill  is  a  bird  and  the  Red 
Crossman  is  a  mammal,  the  connection  between  the  two  is 
closer  than  their  structural  differences  indicate. 


54  JUNIOR    RED    CROSS    SERVICE 

For  it  will  be  observed  that  the  Red  Crossbill,  being  aerial, 
wings  it;  while  the  Red  Grossman,  being  terrestrial,  foots  it; 
whence  the  conclusion,  if  illogical,  is  nevertheless  inevitable, 
that  the  Red  Grossman  must  foot  the  Red  Gross  Bill. 

It  is,  however,  of  the  Red  Gross  child  rather  than  of  the 
Red  Gross  man  that  I  have  been  asked  to  speak. 

I  note,  with  much  satisfaction,  that  Dr.  MacGracken's  out- 
line of  proposed  activities  for  Red  Gross  junior  members  in- 
cludes care  of  birds  and  animals,  for  if  I  read  one  of  the  lessons 
of  the  war  aright,  at  no  previous  time  has  contact  with  nature 
been  more  essential  to  the  welfare  of  man. 

Recognizing,  as  a  naturalist,  the  evolutionary  importance  of 
the  struggle  for  existence,  I  ask  myself,  is  there  no  escape  from 
the  logic  of  the  German  philosophy  which  declares  war  to  be 
a  biologic  necessity? 

What  correctives  would  we  administer  to  a  nation  which, 
suffering  from  fatty  enlargement  of  the  pocket-book  with  its 
unlimited  possibilities  for  self-gratification,  suffers  also  from 
fatty  degeneration  of  national  moral  character? 

Is  war  the  only  medicine  for  'mankind  diseased'?  Gan 
there,  as  Bernhardi  claims,  be  "neither  racial  nor  cultural 
progress"  without  it?  Gan  the  higher  side  of  man's  nature, 
and  hence  of  national  character,  be  developed  only  by  con- 
flict? 

These  are  rather  large  questions  to  answer  incidentally 
during  a  five-minute  address,  and  I  presume  to  contribute  only 
a  naturalist's  suggestion  toward  their  discussion. 

Even  the  most  mollycoddle  of  pacifists  must  see  in  war  a 
great  destroyer  of  false  values  and  a  creator  of  a  common  view- 
point. Glass  distinction  disappears  and  a  man  is  known  not 
by  what  he  has  but  by  what  he  is. 

But  what  leveler  shall  we  find  in  a  world  at  peace? — a  world 
where  national  values  are  set  by  material  success  and  the 
opportunities  it  affords  for  unlimited  self-indulgence  with  its 
attendant  evils;  where  man,  masked  by  manners,  rarely  meets 
his  fellow  soul  to  soul? 

May  we  not  see  some  hope  for  relief  here  in  a  change  of 
standards  which  will  give  us  a  truer  outlook  on  life,  which  will 


EDUCATIONAL    PROGRAM  55 

appraise  at  their  real  worth  man's  achievements  in  art,  letters, 
and  science,  and  which  will  recognize  in  nature  a  source  of 
pure  and  ennobling  enjoyment  and  a  builder  of  character,  free 
alike  to  rich  and  to  poor. 

War  was  not  required  to  develop  character  or  harden  the 
moral  fiber  of  a  Gilbert  White,  an  Audubon,  a  Darwin,  Tho- 
reau,  Baird,  or  Burroughs.  Contact  with  nature  gave  to  these 
men  possibilities  for  pleasure  and  inspiration  not  to  be  sought 
in  the  marts  of  the  world.  Their  standards  of  value  are  not 
listed  on  the  exchange.  Success  with  them  is  measured  by  the 
opportunity  life  affords  for  the  search  for  truth  and  the  devel- 
opment of  the  spiritual  rather  than  the  sensual  side  of  man's 
nature. 

My  letters  from  friends  at  the  front  express  a  pathetic  yearn- 
ing for  green  fields  and  the  songs  of  birds  and  for  that  uplifting 
communion  with  nature  which  develops  what  is  good  and  pure 
in  the  mind  of  man. 

I  anticipate  that  when  peace  comes  the  war-weary  will  shun 
the  turmoil  of  city  life  and  turn  toward  the  quiet  of  the  country, 
and  the  rest  and  the  refreshment  they  find  there  will  be  meas- 
ured by  their  ability  to  avail  themselves  of  nature's  limitless 
resources. 

The  man  deaf  to  the  voices  of  nature,  blind  to  the  charm  of 
her  animate  and  inanimate  forms,  misses  a  large  share  of  the 
joys  which  should  be  as  much  a  part  of  our  life  out-of-doors  as 
fresh  air  and  sunshine 

Whatever,  therefore,  be  the  lessons  of  sacrifice  and  service 
which  we,  through  the  Red  Cross,  send  to  the  schools,  let  us 
not  deny  the  child  that  education  which  will  prepare  him  to 
draw  from  the  earth  refreshment  for  the  mind  as  well  as  nour- 
ishment for  the  body,  and  equip  him  fully  to  realize  upon  the 
intellectual  and  spiritual,  as  well  as  material  assets  of  his 
environment. 

Then  we  shall  have  taught  him  the  value  of  those  earthly 
treasures  which  are  to  be  had  without  money  and  without 
price,  which  create  interests  that  defy  the  class  distinction  of 
an  artificial  social  order,  and  tend  thereby  to  promote  the 
brotherhood  of  man. 


56  JUNIOR    RED    CROSS    SERVICE 

Z).  The  International  Red  Cross 
Eliot  Wadsworth 

Vice-Chairman,  Central  Committee,  American  Red  Cross 

The  original  Red  Cross  was  created  through  the  responsive- 
ness of  individuals  who  were  brought  together  by  sympathy 
at  Geneva  to  consider  how  they  could  allay  the  suffering  of 
wounded  men  in  battle.  Up  to  the  meeting  in  Geneva  in 
1864,  the  Medical  Corps  of  the  armies  of  the  world  had  taken 
a  very  small  part  in  the  activities  or  the  planning  of  military 
authorities.  They  did  not  have  arrangements  to  pick  up  a 
man  and  mend  him,  when  he  was  knocked  down,  as  they  have 
now.  The  result  was  that  when  a  man  was  wounded  he  really 
was  worse  off  than  when  he  was  killed,  because  he  generally 
died  a  lingering  death,  or  was  taken  care  of  by  some  companion 
who  did  not  know  anything  about  what  he  should  do,  or  by 
some  civilian  who  had  no  training. 

So  men  met,  discussed  ways  and  means,  and  determined  that 
every  nation  should  be  entitled  to  create  a  society  known  as 
the  Red  Cross,  and  the  delegates  of  all  nations  present  agreed 
that  they  would  recognize  the  representatives  of  that  society. 
It  was  purely  a  voluntary  organization,  but  it  gave  to  each 
nation,  and  especially  to  its  civilian  population,  a  medium 
through  which  it  could  act  for  the  relief  of  suffering. 

Nearly  every  nation  treated  that  commission  differently. 
The  Red  Cross  Society  of  one  nation  became  practically  an 
adjunct  of  the  Army;  in  another  it  was  left  very  much  to 
voluntary  effort,  and  it  was  not  at  all  active,  perhaps  because 
of  a  lack  of  aggressive  management,  or  a  lack  of  warlike  incli- 
nations on  the  part  of  the  nation.  So  we  find  that  every  Red 
Cross  throughout  the  world  developed  along  different  lines. 
The  American  nation  not  being  a  warlike  nation,  did  not  have 
a  Red  Cross  for  a  good  many  years.  Then  we  had  one  which 
worked  almost  entirely  on  civilian  relief,  except  in  the  Spanish 
War.  Finally  our  Red  Cross  was  reorganized  by  an  Act  of 
Congress  in  1905.  In  that  Act  this  principle  of  voluntary  relief 
was  applied  not  only  to  war  but  to  disasters  of  peace — pesti- 
lence, famines,  floods,  fires.     In  the  charter  of  the  American 


EDUCATIONAL    PROGRAM  57 

Red  Cross  it  is  specifically  stated  that  it  shall  be  the  duty  of 
the  American  Red  Cross  to  meet  such  disasters,  and  also  to 
act  as  a  medium  of  communication  between  the  people  of  this 
country  and  their  Army  and  Navy. 

In  the  meanwhile,  the  armies  had  developed  medical  corps 
on  perfectly  well-defined  principles,  so  that  today  every  army 
is  just  as  much  interested  in  its  medical  corps  as  it  is  in  its 
artillery,  its  cavalry,  or  any  other  branch,  and  it  develops 
the  different  departments  side  by  side. 

The  American  Red  Cross  has  taken  care  of  many  civilian 
disasters,  and  then  has  gone  further  in  this  civilian  work,  so 
that  when  the  war  broke  out,  in  which  we  had  to  take  a  part, 
the  War  Council  considered  the  duty  of  the  American  Red 
Cross  should  be  to  the  civilian  population  in  the  countries  of 
our  Allies,  to  the  families  of  our  own  soldiers  and  sailors,  as 
well  as  to  our  armed  forces  and  those  by  whose  side  we  are 
fighting  abroad.  We  have  developed  this  organization  with 
the  idea  of  meeting  the  tremendous  responsibilities  that  we 
all  feel  the  civilians  of  this  country  would  wish  us. to  meet  for 
those  who  have  suffered  abroad. 

One  hundred  million  dollars  were  raised,  and  we  are  having 
a  meeting  upstairs  now  to  plan  the  raising  of  another  hundred. 
Our  field  seems  to  be  almost  unlimited,  and  still  we  can  only 
get  at  a  small  part  of  Europe.  We  cannot  touch  the  great 
area  of  Poland,  Servia,  Roumania,  Belgium,  northern  France, 
Armenia,  or  through  Asia  Minor,  where  the  needs  today  are 
greater  than  those  to  which  we  are  trying  to  minister.  This 
country  will  have  a  responsibility  to  the  suffering  people  of 
Europe  for  a  generation  in  trying  to  repair  the  tremendous 
damages  that  they  have  borne  as  a  result  of  this  war.  They 
bore  those  sufferings  for  two  years  and  a  half  before  we  even 
began  to  suffer  at  all,  and  it  must  be  that  this  nation  will 
come  through  the  war  better  able  to  help  others  to  retrieve 
their  fortunes  and  to  relieve  the  suffering  and  set  the  people  up 
over  again  than  any  other  nation. 

The  whole  foundation  of  the  Red  Cross  is  sympathy.  It 
started  with  sympathy  and  it  will  continue  with  that  motive. 
It  seems,  without  any  question,  to  be  the  duty  of  all  of  us 


58  JUNIOR    RED    CROSS    SERVICE 

here  and  of  everyone  in  this  country  to  bring  the  children  of 
this  generation  up  to  realize  what  the  Red  Cross  spirit  is,  what 
it  was  in  1864,  what  it  has  been  ever  since,  and  what  it  will 
increasingly  become  as  our  responsibilities  develop.  Let  us 
transform  sympathy  and  interest  in  those  who  are  suffering 
into  action — prompt  action,  effective  and  intelligent,  so  that 
those  whom  we  wish  to  help  may  be  lifted  up  and  given  a 
chance  once  more  to  make   their  own  way  in   the  world. 

3.    National  Ideals 

A.   Citizenship,  Ideals,  and  the  Junior  Red  Cross 

J.  Montgomery  Gambrill 

Teachers  College,  Columbia  University 

Some  days  ago  I  received  a  letter  from  our  Field  Marshal 
(is  it?).  Dr.  MacCracken,  asking  me  to  speak  on  the  relation 
of  citizenship  to  the  work  of  the  Junior  Red  Cross.  As  I 
looked  at  the  program  at  10  o'clock  this  morning  I  saw  that 
I  was  assigned  to  discuss  American  Character  as  Illustrated 
in  Literature  and  History.  I  presume  that  is  due,  Mr.  Field 
Marshal,  to  the  demoralized  railway  mail  service. 

I  was  somewhat  troubled  for  a  moment  as  to  how  I  could 
possibly  obey  orders  in  both  directions,  but,  after  all,  these 
two  subjects  are  perhaps  very  closely  related.  I  shall  certainly 
not  attempt  extemporaneously,  in  five  minutes,  to  summarize 
the  ideals  and  characteristics  of  the  American  people,  but  I 
shall  discuss  briefly  the  subject  of  American  ideals  and  char- 
acter in  connection  with  the  particular  work  of  this  new  de- 
partment of  a  great  and  well-known  organization. 

It  always  seemed  to  me  a  very  badly  distorted  conception  of 
patriotism  and  of  national  duty  that  we  should  simply  search 
for  those  things  which  have  been  characteristic  of  us,  and  then 
teach  children  and  adults  that  these  should  always  be  per- 
petuated, without  ever  raising  a  question  of  value  or  right. 
What  should  we  think  of  an  individual  whose  ideal  of  himself 
and  of  the  people  in  his  community  was  simply  that  of  per- 
petuating any  trait  that  he  or  they  happened  to  possess  and 


EDUCATIONAL    PROGRAM  59 

to  have  developed  in  one  way  or  another?  The  larger  point  of 
view,  the  really  social  question  is:  What  have  been  those 
tendencies  in  American  life  that  are  most  helpful,  most  gen- 
uinely of  service  to  the  nation  and  to  the  world,  and  how  can 
we  develop  those  further,  and  emphasize  in  particular  those 
which  are  worth  while  rather  than  the  others?  We  may 
attempt  a  brief  and  partial  answer,  with  special  reference  to 
the  Junior  Red  Cross  movement. 

America,  because  it  had  a  continuing  westward-moving 
frontier  line  through  generations,  has  developed  certain  dis- 
tinctive characteristics  and  ideals.  One  is  unquestionably  the 
ideal  of  service — the  rating  of  a  man  or  woman  not  by  station 
or  wealth,  but  for  real  worth  as  an  individual.  Most  Ameri- 
cans have  a  wholesome  contempt  for  the  drone.  But  we  have 
developed  also  a  reckless  and  dangerous  disregard  of  thrift; 
we  are  notoriously  wasteful  as  we  are  now  finding  to  our  cost. 
We  have  also  been  intensely  individualistic.  We  have  been 
notoriously  scornful  of  skilled  and  experienced  leadership. 
You  do  not  have  to  look  any  further  than  our  schools,  with 
almost  anybody  claiming  to  pass  expert  judgment  on  educa- 
tional questions,  to  see  this  trait.  It  is  only  in  comparatively 
recent  times  that  we  are  passing  out  of  that  stage. 

Before  this  war  broke  out  both  of  these  unfortunate  ten- 
dencies, though  much  less  the  matter  of  wastefulness  than 
individualism,  were  under  attack,  and  some  decline  of  our 
extraordinary  individualism  had  already  appeared.  We  were 
beginning  to  recognize  that  we  could  preserve  our  liberty,  that 
we  ought  to  preserve  our  individual  liberty,  a  special  value  in 
our  American  life,  without  cherishing  all  the  unfortunate 
characteristics  that  had  customarily  accompanied  it. 

The  Junior  Red  Cross  movement,  as  I  understand  it,  is 
bringing  into  the  schools  an  emphasis  upon  service,  service 
that  children  can  give  to  their  nation  and  to  the  world.  It 
deals  with  activities  rather  than  with  instruction,  with  activi- 
ties for  the  public  service.  So  far,  it  is  distinctly  in  accord 
with  one  of  the  fundamental  ideals  of  American  life.  Further- 
more, however,  this  movement  is  discouraging  inefficiency, 
waste,  and  carelessness;    it  is  emphasizing  the  lesson  of  co- 


11 


60  JUNIOR    RED    CROSS    SERVICE 

operation,  and  of  following  skilled  and  experienced  guidance. 
It  is  peculiarly  fortunate  that  we  thus  have  organizations  that 
can  represent  the  very  best  in  our  tendencies,  even  if  some  of 
them  had  not  been  historical  in  the  sense  of  extending  over  a 
^uil^redj^ears. 

have  been^xtremely  pleased  this  morning  to  observe  the 
note  in  the  remarks  of  a  number  of  the  speakers,  and  especially 
in  the  remarks  of  the  Commissioner  of  Education  (because  of 
the  position  he  holds  and  his  tremendous  influence)  relative  to 
patriotism.  On  no  point  is  the  need  of  sound  education  greater. 
Some  of  you  may  have  seen,  as  I  did  a  few  days  ago,  a  paper 
issued  by  a  certain  gentleman  prominent  in  suppressing  *soap 
box  sedition,*  whose  name  I  need  not  mention,  in  which  he 
proposed  a  creed  for  school  teachers.  They  were  urged  to 
teach  children  that  the  Germans  are  a  people  without  the  pale 
of  civilization.  There  is  not  time  to  repeat  more  of  this  creed 
of  hate  and  passion,  and  smug  self-righteousness.  On  the 
other  hand,  it  is  the  ideal  of  service  that  the  Junior  Red  Cross 
is  urging.  It  is  deeply  gratifying  to  find  a  wiser  and  more 
worthy  attitude  here.  We  believe  in  the  cause  for  which  we 
are  fighting.  We  believe  that  the  nation  we  are  fighting  is  at 
the  moment  a  menace  in  the  world.  Under  its  present  leader- 
ship it  has  got  to  be  suppressed,  but  we  ought  to  do  it  without 
teaching  little  children  to  fill  their  hearts  with  hatred  and 
bitterness,  and  poisoning  the  minds  of  the  generation  which 
has  got  to  live  in  the  world  with  millions  of  German  people — 
people  who  themselves  are  now  children.  If  we  follow  that 
other  line,  we  are  doing  work  that  will  have  to  be  undone  in 
the  future.  Regardless  of  what  we  want,  those  millions  of 
German  people  are  going  to  be  there,  and  our  most  important 
business,  next  to  the  vigorous  prosecution  of  this  war  against 
their  unhappy  leadership,  is  to  impress  upon  them,  along  with 
the  rest  of  the  world,  that  it  is  not  a  war  of  ^malice  or  of  self- 
seeking,  but  a  war  of  service.  And  by  this  organization  that 
keynote  can  be  admirably  sounded. 

It  is  fortunate  also  that  the  Junior  Red  Cross  places  an 
emphasis  upon  national  and  international  service.  In  recent 
years    our   civic   teaching   has  been  wonderfully  improved 


EDUCATIONAL    PROGRAM  6l 

through  the  emphasis  upon  activity  and  the  functional  mode 
of  approach  and  community  service.  Now  we  need  to  supple- 
ment that  with  more  attention  to  the  idea  of  national  service 
and  to  the  international  outlook.  Even  children  in  their 
simple  way  may  be  led,  through  such  activities  as  the  Red 
Cross  proposes,  to  be  constantly  looking  abroad  upon  this 
larger  unit  of  the  nation,  and  upon  that  nation  as  a  cooperating 
part  of  the  greater  world. 

B.  American  Character  Illustrated  Through 
Literature  and  History 

Edwin  Greenlaw 

University  of  North  Carolina 

In  order  to  save  your  time  and  to  get  a  concrete  plan  before 
you  as  definitely  as  possible,  I  first  set  down  several  proposi- 
tions that  I  think  are  so  apparent  as  not  to  need  discussion. 

1.  That  only  two  things  matter  now.  The  first  is  physical 
preparation  for  the  war,  the  problem  of  organizing  not  armies 
alone,  but  a  nation.  The  second  is  to  organize  the  soul  of  this 
nation  so  that  the  cooperation  that  the  Government  expects 
from  all  citizens  shall  be  intelligent,  unselfish,  patriotic,  in- 
formed with  the  idealism  that  is  our  fundamental  justification 
for  entry  into  the  war. 

2.  It  follows,  does  it  not,  that  it  is  not  enough  to  pay  atten- 
tion merely  to  those  things  that  are  concerned  directly  or 
indirectly  with  actual  warfare — Army  and  Navy  personnel  and 
equipment,  relief  organization,  thrift  and  food  conservation,  or- 
ganization of  labor  and  industry.  There  are  two  methods  of  pre- 
venting waste,  lost  motion,  unintelligence,  selfishness  in  a  nation: 
one  is  by  autocracy  in  government;  the  other  is  through  organ- 
izing the  soul  of  a  free  people.  If  the  American  government 
were  an  autocracy,  ruling  over  citizens  long  prepared  for  such 
a  crisis,  so  that  they  would  automatically  resort  to  the  positions 
and  discharge  the  services  ordered  and  ordained  from  the 
beginning,  a  nation  might,  almost  over  night,  be  converted 
into  a  vast  machine.    Such  is  the  case  with  Germany.    But 


62  JUNIOR    RED    CROSS    SERVICP: 

when  the  soldier  laid  upon  Harry  the  King  responsibility  not 
only  for  the  war  but  for  the  souls  of  all  the  men  who  had  been 
impressed  into  the  service,  the  King  replied,  "Every  subject's 
duty  is  to  the  King,  but  every  subject's  soul  is  his  own."  It 
is  a  good  democratic  doctrine,  this  idea  that  every  citizen's 
duty  is  to  the  state,  but  that  his  soul  is  left  free.  The  heart  of 
the  problem  for  us  is  to  bring  this  free  soul,  without  the  sac- 
rifice of  its  true  freedom,  into  relations  not  merely  with  the 
task  of  winning  military  victory,  but  to  an  intelligent  coopera- 
tion, so  that  it  shall  speak  the  authentic  word  of  humanity 
and  drive  out  the  Satan  to  whom  Faust,  still  a  German,  has 
sold  his  immortality.  It  is  to  fight,  not  alone  with  the  sword, 
but  with  the  spirit  as  well. 

3.  To  organize  the  soul  of  the  nation,  to  crystallize  a  new 
international  idealism,  so  that  Everyman,  everywhere,  shall 
add  to  his  muscle  and  his  willingness  to  serve  that  infinitely 
greater  thing,  the  power  of  his  personality — so  that  America 
shall  become  once  more  terrible  to  tyrants  not  only  for  the 
vastness  of  her  physical  power  but  also  for  the  imponderable, 
immeasurable  might  of  her  soul — this  is  our  task.  The  process 
is  educational.  The  nation  is  indeed  become  a  school.  Even 
stamp-cancelling  machines  are  now  used  to  drive  home  the 
elementary  lesson  that  more  than  armies  are  required  to  win 
the  war.  By  every  agency  at  our  command — school  and 
college,  humanitarian  organizations,  press,  church,  cooperation 
of  citizens,  this  community  spirit  must  be  aroused,  this  com- 
munity spirit  that  enables  us  to  pull  together  for  a  concrete 
end  and  draws  its  strength  from  the  stars.  It  is  not  enough 
to  be  students  of  history  and  ethics  and  literature.  German 
education  was  efficient,  properly  composed  of  the  elements  of 
music,  art,  science,  even  Shakspere — but  it  has  produced  a 
Frankenstein.  The  unity  into  which  these  elements  fused 
over  there,  even  among  the  intellectuals,  got  no  farther  than  to 
reveal  a  Dr.  Jekyl  and  Mr.  Hyde.  One  illustration  of  what  we 
must  do  is  that  history,  literature,  the  ideals  not  of  America 
only,  or  of  the  Allies  only,  but  of  humanity  itself,  must  be 
apprehended  and  applied  to  present  problems,  so  that  what  is 
going  on  in  the  world  today  shall  be  seen  in  the  light  of  the 


EDUCATIONAL    PROGRAM  63 

ages.  For  this  is  a  chapter,  at  once  the  most  terrible  and  the 
most  inspiring,  in  the  spiritual  evolution  of  the  race.  Man 
will  either  climb  to  new  heights  as  a  result  of  this  conflict,  or 
his  scientific  skill  and  efficiency  will  have  been  converted  to  the 
search  for  that  unknown  element,  some  form  of  radio-activity 
or  some  poisonous  secretion  of  the  soul,  that  will  destroy  him 
utterly  and  leave  the  earth  virgin  soil  for  a  new  cosmic 
evolution. 

4.  To  make  all  this  concrete,  to  make  it  possible  for  this 
loftier,  nobler  educational  ideal  to  operate  among  men — that 
ideal  that,  as  De  Quincey  says,  moves  not  by  the  poor  machi- 
nery of  spelling  books  and  grammars,  "but  by  that  mighty 
system  of  central  forces  hidden  in  the  deep  bosom  of  human 
life,"  we  shall  do  well  to  recall  some  of  the  symbolism  by  which 
in  all  ages  men  have  expressed  some  of  these  central  forces. 
Gilbert  Murray  somewhere  speaks  of  "that  strange  unanalyzed 
vibration  below  the  surface,  an  undercurrent  of  desires  and 
fears  and  passions,  long  slumbering,  yet  eternally  familiar, 
which  have  for  thousands  of  years  lain  near  the  root  of  our 
most  intimate  emotions  and  been  wrought  into  the  fabric  of 
our  most  magical  dreams."  In  the  light  of  the  present,  old 
legends  take  on  new  significance.  St.  George  once  more  sallies 
forth  to  slay  the  dragon ;  the  rape  of  Belgium,  the  sinking  of 
the  Lusitania,  the  midnight  assassination  of  Edith  Cavell  are 
steps  in  the  new  damnation  of  Faust,  who  has  once  more  sold 
his  soul  to  the  devil  of  Kultur.  And  in  the  dedication  of  Amer- 
ica to  the  service  of  tortured  Europe,  in  these  new  days  when 
for  a  nation  merely  to  be  a  sanctuary  in  the  wide  sea  of  misery 
is  not  enough,  there  is  another  symbolism,  expressive  of  a  new 
chivalry,  a  new  search  for  the  Grail,  Spenser's  Knight  of 
Justice  once  more  giving  battle  to  the  monster  of  oppression 
and  rapine,  the  Beowulf  of  our  oldest  English  epic  once  more 
leaving  his  own  secure  home  to  save  men  of  another  land  from 
the  ravages  of  sea-wolf  and  fire-drake.  Into  the  midst  of  our 
modern  civilization,  which  we  thought  realistic,  safe  through 
commercial  rivalry  from  the  wretchedness  of  war,  based  on 
science  rather  than  on  romantic  idealism,  into  the  very  midst 
of  this  civilization  the  old  epic  suddenly  revisits  men,  the  old 


64  JUNIOR    RED    CROSS    SERVICE 

idealism  that  we  thought  forever  dead  beats  once  more  in  our 
blood.  Is  it  not  an  illustration  of  this  that  President  Wilson, 
addressing  Congress  the  other  day  on  the  war  aims  of  the 
United  States,  should  have  used  these  words:  "That  this 
intolerable  Thing  of  which  the  masters  of  Germany  have 
shown  us  the  ugly  face,  this  menace  of  combined  intrigue  and 
force,  which  we  now  see  so  clearly  as  the  German  power,  a 
Thing  without  conscience  or  honor  or  capacity  for  covenanted 
peace,  must  be  crushed?" 

Now  there  are  two  symbols  that  express  the  very  soul  of  the 
nation  at  the  present  time.  They  are  American,  our  own 
possession,  as  priceless  and  meaningful  as  the  story  of  Aeneas, 
or  the  story  of  Arthur  or  of  Roland.  We  have  no  folk  epic. 
Let  us  make  one  now,  not  in  measured  language  but  in  the 
souls  of  the  people.  For  the  hero  shall  be  not  the  individual 
champion,  the  founder  of  a  nation,  the  Ulysses  or  Beowulf — 
the  hero  shall  be  our  Democracy,  "breathing  united  force  with 
fixed  thought."  The  symbol  of  American  effort  not  merely  to 
render  aid  to  those  who  suffer  from  war,  but  also  to  alleviate 
suffering  everywhere,  is  the  Red  Cross,  the  extension  of  whose 
services  originated  with  an  American  woman  and  whose  activi- 
ties and  scope  are  in  process  of  development  on  a  scale  here- 
tofore unimagined  among  men.  The  Red  Cross  is  the  Grail  of 
our  modern  humanity,  not  mystic,  not  concealed,  symbol  of 
the  idealism  not  merely  of  a  few  dedicated  knights,  but  of  that 
organized  soul  of  which  I  spoke  a  moment  ago.  And  the  other 
symbol  by  which  we  may  visualize  and  clearly  comprehend 
just  what  America  has  set  out  to  do  in  this  war  is  to  be  found 
in  the  spirit  that  animated  Lafayette.  America  is  the  Lafay- 
ette of  nations.  In  a  time  of  sorest  need  he  did  what  he  could 
to  make  in  the  world  a  safe  place  for  democracy ;  we  have  set 
out  to  make  the  world  safe  for  democracy.  Here  is  our  epic; 
let  us  make  it  real! 

5.  I  have  now  two  suggestions  as  to  a  way  by  which  we  may 
contribute  to  this  task  of  organizing  the  soul  of  our  democracy. 
The  first  is  that  through  a  small  committee  definite  contribu- 
tions may  be  made  not  merely  to  civic  education  as  it  is 
generally  understood,  but  to  the  setting  of  the  spirit  of  youth 


EDUCATIONAL    PROGRAM  65 

on  flame  and  to  reviving  folk-consciousness.  Modern  democ- 
racy may  be  traced  to  the  meeting  of  the  folk,  religious,  recre- 
ative, political,  the  impulses  from  which  sprang  the  old  ballads, 
the  festivals  of  the  seasons,  the  beginnings  of  democratic 
organization.  To  make  use  of  the  simple  but  effective  organi- 
zation of  the  Junior  Red  Cross  in  this  way  is  both  wise  and 
legitimate.  It  will  enlist  the  sympathy  and  cooperation  of  the 
Red  Cross  parent  organization,  of  the  teachers  in  our  schools, 
and  of  women's  clubs.  Space  in  the  Red  Cross  Magazine  and 
in  one  or  more  of  the  weekly  or  monthly  periodicals  now  so 
largely  used  in  our  high  schools  should  be  secured,  if  possible, 
for  setting  forth  the  nature  and  meaning  of  community  spirit 
and  for  relating  history  and  literature  to  the  needs  of  the 
present.  Second,  I  propose  that  a  week  be  set  aside  as 
Lafayette  week,  in  which  there  may  be  brought  about  a 
veritable  reconsecration  of  the  nation  to  the  ideals  symbolized 
for  us  in  this  story.  Communities  throughout  the  nation  may 
observe  that  week,  or  certain  days  of  that  week,  according  to 
their  pleasure  or  by  following  some  simple  program  of  patriot- 
ism and  community  dedication.  For  example,  the  first  day 
may  well  be  called  President's  Day;  Sunday  may  be  Lafay- 
ette Day,  observed  by  the  churches  in  the  morning  and 
through  mass  meetings  at  night.  Monday  might  be  called 
Patriot's  Day,  with  school  programs  of  essays,  declamations, 
and  the  like.  Tuesday  should  be  Farm  and  Garden  Day,  the 
means  for  arousing  a  sense  of  the  importance  of  planting  larger 
acreages,  of  conserving  food,  and  of  thrift.  Wednesday  should 
be  Clara  Barton  Day,  in  memory  of  the  gifted  woman  who 
saw  the  larger  possibilities  of  the  Red  Cross,  and  a  day  on 
which  our  present  conceptions  of  the  possibilities  in  this 
organization  may  be  set  forth.  Thursday  should  be  Horace 
Mann  Day,  in  memory  of  the  founder  of  our  free  school  sys- 
tem, perhaps  our  chief  contribution  to  democracy,  the  man 
whose  words  to  his  pupils,  "Be  ashamed  to  die  until  you  have 
won  some  victory  for  humanity,"  are  expressive  of  our  deepest 
thought  just  now,  and  deserve  to  be  set  over  against  that  ideal 
of  a  state  that  seeks  only  to  find  a  place  in  the  sun  for  itself. 
And  the  last  day  should  be  Community  Day,  to  be  devoted  to 


66  JUNIOR    RED    CROSS    SERVICE 

patriotic  pageants  and  plays,  the  program  for  which  may  well 
be  prepared  by  the  Drama  League  of  America,  a  day  devoted 
to  the  imaginative  expressions  of  the  soul  of  the  people  and  to 
a  recognition  of  the  fact  that  through  the  release  of  the  imagi- 
nation a  new  literature  may  be  born  in  America.  Such  a  pro- 
gram may  seem  too  ambitious,  but  I  cannot  feel  it  so.  It  is  a 
day  of  wonders,  the  day  that  Walt  Whitman,  most  American 
of  our  poets,  foresaw: 

I  see  tremendous  entrances  and  exits,  new  combinations,  the  solidarity 

of  nations, 
1    see  that  force  advancing  with  irresistible  power  on  the  world's 

stage  .     .     . 
I  see  men  marching  and  countermarching  by  swift  millions, 
I  see  the  landmarks  of  European  kings  removed, 
I  see  this  day  the  People  beginning  their  landmarks  (all  others  give 

way): 
Never  were  such  sharp  questions  ask'd  as  this  day, 
Never  was  average  man,  his  soul,  more  energetic,  more  like  a  God  .  .  . 
What  whispers  are  these,  O  lands,  running  ahead  of  you,  passing  under 

the  seas! 
Are  all  nations  communing?  is  there  going  to  be  but  one  heart  to  the 

globe? 
Is  humanity  forming  en  masse?   for,  lo,  tyrants  tremble,  crowns  grow 

dim. 
The  earth,  restive,  confronts  a  new  era. 

C.  Americanization  of  the  Immigrant  ^ 
Harry  H.  Wheaton 

Director  of  the  "America  First"  Campaign 

The  mobilization  of  the  boys  and  girls  of  America  in  a  Junior 
Red  Cross  is  a  constructive  step  for  national  unity.  To  crystal- 
lize in  the  minds  and  hearts  of  the  young  people  of  this  land, 
ideals  and  practice  of  the  American  Red  Cross  is  to  build  a 
foundation  for  the  civic  righteousness  to  come.  Let  the  leaders, 
whose  privilege  it  is  to  guide  American  destiny,  ponder  well 
on  the  manner  in  which  the  ground  is  to  be  covered. 

Trite  as  is  the  saying  that,  "A  chain  is  as  strong  as  its  weak- 
est link,"  it  is  of  value  in  expressing  this  indisputable  fact.    Let 

^Not  presented  at  the  Conference. 


EDUCATIONAL    PROGRAM  67 

US  consider  in  making  our  plans  for  the  great  promise  of  the 
Junior  Red  Cross,  the  necessity  for  shoulder-to-shoulder  par- 
ticipation of  the  child  of  the  stranger  within  our  gates.  No 
council,  no  advisory  committee,  no  Chapter,  national,  state 
nor  local,  is  complete  in  its  Americanism  or  in  its  possibilities 
for  patriotism,  that  does  not  include  as  members,  dark-eyed 
daughters  and  sons  of  Jtaly,  children  of  Polish  patriots,  fair- 
haired  Scandinavians  and  loyal  German  "kinder,"  the  little 
Syrians,  the  bright-eyed  Yiddish  youth,  and  so  on  ad  infinitum. 
The  democracy  of  childhood  can  well  be  a  powerful  force  in 
promoting  democracy  in  adult  life. 

Full  understanding  by  the  Junior  Red  Cross  of  the  reasons 
for  the  "America  First"  Campaign  by  the  United  States  Bureau 
of  Education  and  what  is  meant  by  "America  First"  is  neces- 
sary in  order  to  have  the  best  kind  of  cooperation.    Figures  in 
the  following  table  are  some  of  the  reasons  for  the  Campaign. 
According  to  the  United  States  census  of  1910  there  are: 
13,000,000  foreign-born  residents  in  the  United  States. 
33,000,000  of  foreign  parentage. 
3,000,000  non-English-speaking  people. 

The  subsequent  immigration  since  the  outbreak  of  the  war 
would  increase  this  number  approximately  4,000,000. 

These  people  have  come  to  make  a  home  in  the  United 
States.  They  are  necessary  for  our  country's  development  in 
manifold  ways;  they  have  a  contribution  to  make  from  the 
vocation  of  the  pick  and  shovel  to  the  sculptor's  chisel.  They 
come  to  enjoy  American  liberty  not  always  realizing  possibly 
that  the  coveted  liberty  was  purchased  by  the  shedding  of 
precious  blood,  by  sacrifice,  and  fearful  hardships  endured, 
and  through  indomitable  will.  This  liberty  that  men  in  mil- 
lions travel  far  over-seas  to  enjoy,  is  so  precious  that  we  fight 
for  it  when  it  is  assailed,  we  die  for  it,  we  give  up  our  fairest 
and  best  for  it.  Men  and  women,  boys  and  girls,  join  hands 
and  hearts  and  march  in  service  for  the  cause. 

These  lessons  of  American  liberty  and  of  its  responsibilities 
must  be  made  clear  to  the  stranger  within  our  gates;  this  is  our 
duty:  we  must  teach  that  liberty  is  not  license  but  grave  re- 
sponsibility.   Democracy  to  succeed  must  have  an  enlightened 


68  JUNIOR    RED    CROSS    SERVICE 

mass;  we  must  realize  that  the  people  must  not  be  isolated  in 
groups  and  colonies  and  have  barriers  of  language  to  separate 
them  from  their  fellow  man;  we  must  insist  on  this.  There- 
fore, we  campaign  for  "America  First"  in  the  allegiance  of  all 
citizens,  for  a  common  language,  for  civic  understanding  and 
righteousness;  "America  First"  for  righting  wrongs  in  service 
to  humanity;  "First"  in  the  ability  to  do  well  the  day's  task 
and  to  be  true  to  a  great  ideal  that  offers  refuge  to  the  oppressed 
of  other  lands. 

The  necessary  step  to  bring  about  the  desirable  unity  is  to 
speak  a  common  language,  and  so  the  Junior  Red  Cross  can 
adopt  for  some  of  its  slogans :  "Make  English  the  language  of 
the  United  States:"  "Make  English  the  language  of  the  state:" 
"Make  English  the  language  of  the  city,  of  the  community,  of 
the  neighborhood."  Advocate  that  members  of  the  Junior 
Red  Cross  encourage  the  parents  who  do  not  speak  English 
to  attend  classes;  that  they  speak  English  to  them,  and  read 
to  them  from  an  American  newspaper  each  day.  The  children 
of  American  parents  can  learn  through  interesting  discussions 
what  the  obstacles  are  that  foreign  men  and  women  encounter 
in  learning  the  language  and  customs,  and  can  report  their 
findings  to  their  governing  committees. 

The  Junior  Red  Cross  can  adopt  as  a  precept  that  the  public 
school  is  the  great  free  American  institution  for  learning  and 
that  it  must  be  strong  and  broad ;  that  men  and  women  go  to 
school,  as  well  as  boys  and  girls.  The  Junior  Red  Cross  can 
offer  its  assistance  to  principals  and  teachers  in  the  foreign 
districts,  and  act  thereby  as  first  aids  to  the  "America  First" 
Campaign. 

4.    Educational  Methods 

A.  How  to  Organize  for  Patriotic  Work  in  English  Classes 

C.  C.  Certain 

Cass  Technical  High  School,  Detroit,  Mich. 

Realizing  the  importance  of  enlisting  the  high  school  boys 
and  girls  of  Detroit  in  the  bond  campaign,  the  Detroit  Board  of 
Commerce  made,  at  the  beginning  of  the  Second  Liberty  Loan 


EDUCATIONAL    PROGRAM  69 

Drive,  a  generous  appropriation  for  the  High  School  Com- 
mittee. The  superintendent  of  schools,  appreciating  the  value 
of  services  that  could  be  rendered  by  the  students,  and  fore- 
seeing the  benefits  to  be  derived  by  the  students  in  an  educa- 
tional way,  immediately  authorized  all  high  school  teachers  of 
English  to  organize  their  classes  to  assist  in  the  Liberty  Loan 
Drive.  Two  bulletins  were  prepared  by  the  writer,  one  for 
each  of  the  15,000  students  in  the  Detroit  High  Schools,  and 
one  for  each  of  their  teachers.  These  pamphlets  made  possible 
organized  and  systematic  work  in  the  English  classes  of  all  the 
high  schools.  Fifteen  thousand  students  followed  the  outline 
for  class  activities  suggested  in  these  bulletins  and  helped  to 
solve  the  problems  raised  therein.  The  bulletins  indicated  the 
general  motives  and  purposes  underlying  the  plan  of  coopera- 
tion between  the  Board  of  Commerce  and  the  high  school 
students,  formulated  plans  and  methods  of  procedure,  noted 
the  results  expected,  and  provided  a  way  in  which  the  public 
might  be  made  aware  of  the  results  gained. 

The  appropriation  by  the  Board  of  Commerce  made  possible 
three  achievements:  First,  twelve  high  school  faculties  and 
15,000  high  school  pupils  working  together  with  a  clearly  con- 
ceived and  a  well-defined  patriotic  purpose  in  view;  second,  a 
feeling  of  cooperation  between  the  boys  and  girls  on  one  hand 
and  the  men  who  were  actually  directing  the  campaign  on  the 
other;  third,  a  thorough  training  of  high  school  students  for 
future  patriotic  work  of  this  kind. 

Complete  records  of  all  the  work  done  in  the  English  classes 
were  preserved.  The  result  is  a  collection  of  scrapbooks  and 
portfolios  containing  material  of  an  intensely  practical  and 
patriotic  nature  ranging  from  salesmanship  talks  and  sales 
letters  to  plans  of  reconstruction  after  this  and  other  Liberty 
Loans  have  been  oversubscribed  and  final  victory  achieved. 

The  scrapbooks  contain  clippings  from  newspapers,  maga- 
zine articles,  advertisements,  cartoons,  and  a  collection  of 
stray  odds  and  ends  reflecting  the  spirit  of  the  second  Liberty 
Loan  Campaign  of  191 7.  These  books  are  in  many  instances 
beautifully  illuminated  with  original  drawings  and  sketches 
by  the  students. 


70  JUNIOR    RED    CROSS    SERVICE 

The  portfolios  contain  copies  of  patriotic  speeches,  selling 
talks,  dialogues,  sales  letters,  histories  of  the  previous  Loan,  and 
hundreds  of  original  papers  on  novel  and  interesting  phases  of 
the  Liberty  Loan  Campaign. 

A  complete  exhibit  of  this  interesting  material  was  displayed 
at  the  Board  of  Commerce  Building  during  the  week  following 
the  campaign.  The  exhibit  contained  specimen  scrapbooks 
and  portfolios  from  each  of  the  high  schools  in  the  city. 

The  two  bulletins  may  be  used  by  persons  who  may  be 
interested  in  undertaking  similar  plans  of  organization,  either 
in  future  Liberty  Loan  drives  or  in  activities  connected  with  the 
Junior  Division  of  the  American  Red  Cross. 

The  plan  of  organization  set  forth  in  the  bulletins  makes 
possible  a  more  flexible  form  of  recitation  than  the  conven- 
tional one  commonly  known. 

In  a  program  of  education  appropriate  to  a  democracy,  the 
conventional  recitation  typified  in  the  traditional  question  and 
answer  process  of  instruction  and  in  the  topical  plan  of  devel- 
opment, is  extremely  limited  in  range  of  application. 

The  modern  concept  of  education  in  a  democracy  demands 
a  new  type  of  recitation  depending  upon  active  participation 
in  the  processes  of  social  life. 

In  this  new  type  of  recitation,  the  aim  of  the  teacher  is  to 
make  use  of  acts  purposed^  projected,  planned,  executed  and 
judged  by  the  pupils  either  individually,  or  severally  in  cooper- 
ation. The  recitation  in  this  form  constitutes  the  so-called 
problem-project  method  of  instruction. 

The  teaching  procedure  is  in  the  beginning  involved  in  the 
use  of  acts  motivated  by  easily  attainable  ends.  The  procedure 
becomes  involved  in  more  and  more  complicated  acts  as  ma- 
turity and  experience  make  them  possible. 

In  the  new  type  of  recitation  experience  is  not  regarded  as 
the  product  of  adult  life,  but  as  a  continuous  process  in  the 
direction  of  which  the  activities  of  the  pupils  are  receiving 
motivation. 

The  experiences  of  childhood  in  the  educational  sense  rep- 
resent a  continuous  process,  a  blending  and  becoming  part  of 
the  generalized  experiences  called  subject-matter. 


EDUCATIONAL    PROGRAM  71 

In  the  new  type  of  recitation,  the  teacher  furnishes  the 
necessary  guidance  for  experience  of  the  proper  kind,  and  for 
growth  in  the  desired  direction,  by  selecting  appropriate 
stimuU  for  given  responses  on  the  part  of  the  pupils  and  by 
attaching  satisfaction  to  desirable  responses,  and  dissatisfac- 
tion to  undesirable  responses. 


B.  The  Use  of  Drama  for  Junior  Red  Cross  Work 
Peter  W.  Dykema 

University  of  Wisconsin 

I  cannot  start  better  than  by  giving  an  incident  that 
happened  to  me  on  a  journey  several  years  ago  through  a 
country  which  we  are  now  viewing  in  a  very  different  way. 
I  had  the  pleasure  of  spending  some  time  in  the  older  Germany. 
I  remember  one  particular  day  when  I  visited  the  home  in 
Frankfort  where  Goethe  lived  and  where  he  had  most  of  his 
education.  In  the  upper  room  of  the  house  there  is  still 
preserved  the  little  puppet  theater  with  its  cardboard  prosce- 
nium and  paper  dolls.  These  little  toys  afforded  the  oppor- 
tunity not  only  for  entertaining  the  boy,  but  for  teaching  him 
many  valuable  lessons.  In  his  Wilhelm  Meister  he  writes  that 
as  he  made  these  little  puppets  go  through  their  parts  he 
caused  himself  to  see  and  analyze  the  motives,  the  whole 
expression  of  life  of  the  people  they  were  supposed  to  be. 
After  he  had  worked  with  these  dolls  upstairs  he  went  down- 
stairs to  see  the  real  people,  and  he  observed  them,  caught 
their  phrases,  and  looked  into  their  lives  in  a  penetrating  and 
understanding  way  because  he  wanted  to  weave  them  after- 
wards into  his  little  plays. 

Goethe's  experiences  are  typical  of  much  that  may  proceed 
from  the  use  of  play,  especially  drama,  with  children,  I  find 
in  play  not  only  the  recreation  which  we  are  so  fond  of  thinking 
it  is,  but  also  the  source  of  influences  which  may  lead  towards 
growth  Into  the  best  kind  of  lives. 

Listening  to  the  program  this  morning,  I  said  to  myself  that 
we  grown-up  folks  must  not  forget  that  we  are  dealing  with 


72  JUNIOR    RED    CROSS    SERVICE 

children,  and  that  full  life  to  little  children  means  a  large 
measure  of  play.  This  is  a  pretty  serious  program  that  the 
Red  Cross  is  laying  out.  It  is  putting  a  lot  of  responsibility 
on  these  little  heads.  The  child  that  becomes  a  man  too 
quickly  never  becomes  a  man.  We  must  remember  that  our 
children  in  the  midst  of  this  awful  warfare  in  which  we  are 
now  immersed  are  just  as  much  entitled  to  happiness  and  joy 
and  moving  forward  with  free  spontaneous  development  as 
they  were  before  the  war  came  upon  us.  If  these  children  are 
to  be  the  men  and  women  who  are  going  to  solve  our  problems 
by  and  by,  we  must  give  them  a  normal  childhood  today. 
Consequently,  I  approve  heartily  of  the  movement  to  include 
in  the  activities  of  the  Junior  Red  Cross  a  liberal  amount  of 
play  and  recreational  activities.  Stressing  the  drama  is  going 
to  give  them  great  joy.  You  know  there  is  nothing  a  child 
would  rather  do  than  make  believe,  and  drama  in  its  essence 
is  simply  "make  believe**  carried  a  little  further. 

As  in  all  the  arts,  the  first  great  object  of  drama  is  recreation, 
is  happiness.  The  second  object  is  education — which,  by  the 
way,  should  by  no  means  exclude  the  first  object.  The  two 
phrases — happiness  and  learning — should  be  indissoluble,  at 
least  in  drama.  You  know  the  things  you  have  done  and  that 
I  have  done  in  order  are  the  things  that  you  and  I  care  about 
remembering.  The  next  best  thing  to  doing  a  thing,  being  a 
part  of  a  drama,  is  to  see  it.  That  is  to  me  one  of  the  great 
objects  of  the  moving  picture,  and  the  reason  for  its  great 
appeal.  Many  of  us  can  testify  that  for  the  time  being,  those 
flickerings  on  the  screen  seem  not  pictures  but  the  real  thing. 
Except  in  as  far  as  it  is  more  difficult  to  obtain,  better  than 
the  moving  picture  is  the  actual  drama  with  actors  of  flesh 
and  blood.  But  in  the  schools,  with  an  abundance  of  willing 
actors,  the  living  drama  is  easier  to  obtain  than  the  moving 
pictures.  So  let  us  decide  on  the  few  things  worth  while 
which  we  want  them  to  get  and  let  us  do  those  things. 
^^l  think  we  are  not  going  to  have  any  trouble  with  placing 
the  drama  in  the  schools.  We  are  just  coming  to  the  time 
when  the  schools  are  awakening  to  the  value  of  drama.     In 


EDUCATIONAL    PROGRAM  73 

fact,  I  believe  that  today,  in  the  progressive  schools,  the  drama 
has  a  place  that  has  hitherto  been  hardly  dreamed  of. 

There  appeared  a  few  years  ago  a  stimulating  book  written 
by  a  clever  English  woman  which  tells  of  her  experience  in  an 
English  community  where  the  school  was  to  the  children  a 
boresome  place.  By  means  of  introducing  rather  extensive 
dramatic  activities,  she  caused  lessons  in  arithmetic,  geog- 
raphy, English,  nature  study,  in  fact,  in  practically  every 
subject,  to  be  turned  into  little  dramas.  Interest  awoke  in 
the  children  and  their  lives  became  filled  with  vigor  and 
enthusiasm.  It  may  be  rather  contrary  to  our  notions  to 
think  of  Columbus  approaching  America  in  a  soap  box,  but 
nevertheless,  things  he  said  and  experiences  he  went  through, 
presented  in  that  manner,  undoubtedly  were  so  impressed 
upon  the  minds  of  the  children  that  they  will  never  forget 
them. 

The  same  principle  may  be  applied  to  the  Red  Cross.  If,  in 
our  work  we  merely  give  these  children  a  mass  of  facts,  or, 
good  as  it  is»  only  a  number  of  tasks,  uninspired  by  ideas  that 
are  significant  to  them,  it  will  not  be  long  before  they  become 
deadened.  Let  us  put  them  in  dramatic  form.  This  does  not 
mean  that  they  must  be  worked  out  by  some  clever  dramatist. 
I  believe  it  is  important  to  have  the  children  make  their  own 
little  dramas.  Take  that  Red  Cross  placard  showing  the  aged 
mother  at  home  alone,  or  that  splendid  one  showing  the  im- 
migrants greeting  the  land  of  promise.  Almost  any  group  of 
children,  after  a  bit  of  study  of  either  of  these  pictures,  will 
make  you  a  charming  drama.  And  the  drama  when  it  has 
been  done  by  children  will  come  to  them  with  new  im- 
pressions. 

Let  us  get  all  teachers  to  realize  that  they  can  make  their 
work  in  English  stronger,  they  can  make  their  work  in  vocal 
expression  stronger,  they  can  make  all  of  their  work  stronger  in 
this  way  and  at  the  same  time  accomplish  their  purposes. 
Mr.  Gordon  has  wisely  spoken  of  the  spirit  of  cooperation. 
Let  us  use  the  drama  as  one  great  means  of  getting  it.  Proper 
use  of  the  drama  will  forward  not  only  the  objects  of  the  Red 
Cross,  but  of  all  education. 


74  JUNIOR    RED    CROSS    SERVICE 

C.   The  New  Civics 
J.  L.  Barnard 

School  of  Pedagogy,  Philadelphia,  Pa. 

The  topic  assigned  me  was,  "Individual  Activities  as  a 
Means  of  Promoting  the  Educational  Program  of  the  Junior 
Red  Cross,"  but  the  Field  Marshal  kindly  allowed  me  to  sub- 
stitute for  it  the  thing  I  know  most  about,  and  I  am  going  to 
talk  on  the  subject  of  the  Junior  Red  Cross  and  its  relation  to 
the  new  civics — the  almost  entirely  new  type  of  civics  that  is 
coming  into  our  school  programs  over  the  country. 

Let  me  say  briefly,  because  I  have  just  a  little  time,  that  the 
old  type  of  civics  which  a  good  many  of  us  were  brought  up  on, 
which  was  largely  memorizing  the  Constitution  and  had  to  do 
largely  with  the  organization  and  legal  powers  of  the  Govern- 
ment, is  going  by  the  board.  In  its  place  is  a  civics  course 
running  through  the  elementary  grades  from  the  first  to  the 
eighth,  and  completed  in  the  high  school.  Information  is  a 
by-product  in  the  new  civics.  The  primary  thing  is  practical 
training  for  citizenship.  Let  me,  in  just  a  few  moments,  out- 
line the  plan. 

In  the  very  early  grades  we  are  putting  emphasis  on  civic 
virtues — the  importance  of  that  has  been  emphasized  in  this 
meeting — obedience,  orderliness,  truthfulness,  fair  play,  hon- 
esty, courage,  self-control,  thrift,  and  so  forth.  The  method 
of  teaching  is  through  stories,  and  poems,  and  songs,  and  simple 
dramatization — which  has  also  been  emphasized  here  today. 
The  dramatization  of  the  story  told  by  the  teacher  to  the 
children  is  working  admirably.  It  not  only  is  relaxation  for 
them,  but  by  living  in  these  things  it  seems  as  if  they  imbibe 
the  spirit  of  it  more  than  they  otherwise  would. 

You  understand  the  object  in  this  is  the  formation  of  right 
habits.  Habit  always  becomes  automatic  and  to  that  extent 
frees  us  to  go  on  with  other  things. 

We  next  consider  how  we  are  being  aided  by  the  community 
round  about  us — the  dressmaker,  the  doctor,  and  always  be- 
ginning with  the  child's  own  experiences.  Then,  we  go  a  little 
further,  and  take  in  the  fireman,  the  postman,  the  one  who 


EDUCATIONAL    PROGRAM  75 

comes  to  collect  the  garbage,  and  so  on.  Then  those  contri- 
buting such  things  as  water,  gas,  electricity,  telephone,  and 
the  like. 

What  we  are  after  is  to  show  interdependence,  cooperation, 
service,  and  also  the  adult  embodiment  of  those  civic  virtues 
the  children  have  been  hearing  about.  They  discover  that  it 
is  quite  as  important  for  the  adult  to  be  courteous  and  helpful 
and  honest  and  punctual,  as  it  is  for  the  child.  Of  course, 
illustrations  that  can  be  drawn  from  present  war  conditions 
are  of  value  just  now. 

Later,  we  go  on  to  a  more  mature  discussion  of  the  elements 
of  civic  welfare;  health,  protection  of  life  and  property,  educa- 
tion, recreation,  and  so  on.  In  discussing  these  we  proceed 
from  local  to  state,  to  national,  beginning  with  their  own  life 
experiences  and  going  on  to  wider  fields.  Moreover,  the  way 
adult  citizens  cooperate  through  private  organizations  is  con- 
stantly noted. 

Later  on,  in  the  senior  year  of  the  high  school,  the  plan  is 
for  a  course  in  social  problems,  taking  up  problems  like  the 
high  cost  of  living,  immigration  and  its  effect  on  standards  of 
living,  a  living  wage,  conservation  of  natural  resources — any- 
thing that  may  come  close  to  the  young  person,  and  going  for 
possible  solutions  of  these  problems  to  the  elements  of  eco- 
nomics, sociology,  and  politics. 

Now,  as  to  the  curriculum  of  activities.  First,  there  are  the 
activities  that  are  already  in  operation,  especially  for  the  lower 
grades,  and  then  there  are  those  that  the  war  is  bringing  about. 
You  know  that  the  schools  are  taking  up  campaigns  against 
flies  and  mosquitoes;  they  are  going  into  campaigns  for 
"Cleaning-up  Week,"  and  a  "Spotless  Town,"  and  for  "Safety 
First."  In  New  York  State,  they  are  beginning  to  organize 
junior  S.  P.  C.  A.  societies  to  help  prevent  cruelty  to  animals. 
Then  there  is  the  Junior  City  Police,  in  New  York  City  under 
the  wonderful  Arthur  Woods;  and  the  Junior  Civic  Leagues 
are  doing  wonderful  things.  Thrift  clubs  have  been  organized, 
and  the  things  I  could  tell  you  about  them,  if  we  had  time, 
would  be  of  interest. 


76  JUNIOR    RED    CROSS    SERVICE 

Then,  of  course,  outside  the  schools  you  have  the  Boy  Scouts 
and  Girl  Scouts,  and  other  movements  of  that  kind,  that  are 
often  working  in  close  cooperation  with  the  schools. 

So  much  for  those  already  in  operation  before  the  war  began. 
Since  the  war  has  begun,  the  schools  have  taken  up  many  war 
activities,  and  these  I  think  will  be  covered  by  the  Junior  Red 
Cross.  These  are  cooking  and  canning;  the  sewing  of  refugee 
garments — I  am  quoting  now  from  pamphlets  that  have  been 
put  out — the  knitting  of  sweaters,  mufflers  and  wristlets;  the 
making  of  surgical  dressings;  even  the  manufacture  of  crutches 
and  canes  in  the  training  shops;  also  soldiers'  libraries  and 
soldiers'  scrapbooks. 

The  importance  of  earning  money  to  help  finance  the  war 
and  to  bring  raw  material  for  the  Junior  Red  Cross  is  beyond 
question.  I  believe  the  thought  is  that  as  the  burden  of  the 
doing  of  most  of  these  things  falls  upon  the  girls,  the  burden 
of  raising  the  money  needed  should  fall  upon  the  boys.  For 
this,  there  is  the  farm  work,  gardening,  and  other  possibilities. 
The  point  of  it  is  this.  The  Junior  Red  Cross  is  going  to 
enter  the  schools  and  is  going  to  correlate,  unify,  and  stan- 
dardize these  various  civic  activities.  I  do  believe — maybe  I 
am  wrong — that  the  new  civics  can  give  the  impetus,  the  moti- 
vation. It  is  all  right  for  the  moment,  when  the  spell  is  over 
us,  but  the  Junior  Red  Cross,  like  the  little  brook,  proposes 
to  go  on  forever.  I  think  we  will  see  that  the  partnership  to 
be  established  now  between  the  Junior  Red  Cross  and  the 
new  civics  is  a  matter  of  vital  importance  in  the  training  of 
our  young  citizens  for  this  time  of  war  and  for  the  days  of 
peace  that  are  to  follow. 


D.   Community  Activities 
Henry  E.  Jackson 

United  States  Bureau  of  Education 

"It  is  better,"  some  one  has  remarked,  "to  be  overwhelmed 
by  a  big  subject,  than  to  overwhelm  a  little  one,"  but  I  confess 
that  the  subject  assigned  me  today  is  too  overwhelming  to  be 


EDUCATIONAL    PROGRAM  77 

treated  in  the  space  of  seven  minutes,  with  any  degree  of  com- 
fort either  to  you  or  to  myself.  You  will  please  to  observe  that 
my  subject  is  "Community  Activities."  And  what  are  they? 
They  include  no  less  than  every  subject  on  this  program  pre- 
sented by  those  who  have  preceded  me  as  well  as  several  more 
which  I  could  mention. 

It  is  a  temptation  to  emphasize  the  value  of  these  activities 
to  the  work  of  creating  a  community  spirit.  Community 
drama,  for  example,  which  has  been  called  "the  ritual  of  the 
religion  of  democracy."  It  affords  not  only  pleasure  and  in- 
struction, but  is  a  most  effective  agency  in  promoting  con- 
certed action.  The  same  is  true  of  play,  which  was  presented 
to  us  this  morning.  To  cultivate  the  spirit  of  play  not  only 
meets  an  instinctive  human  need  for  physical  and  mental 
recreation,  but  renders  a  distinctive  service  to  democracy,  on 
account  of  its  spiritual  value.  One  can  carry  on  the  work  of 
destruction  by  himself,  but  he  must  organize  in  order  to  pro- 
duce. He  must  cooperate  in  order  to  play.  He  cannot  monop- 
olize the  victory,  he  must  share  it  with  the  team.  Play  thus  de- 
velops the  spirit  of  sportsmanship,  the  willingness  to  play  fair, 
the  capacity  to  be  a  good  loser.  These  are  indispensable 
qualities  of  good  citizenship. 

Indeed  all  the  subjects  which  have  been  presented  in  this 
convention  are  big  with  significance  for  the  Junior  Red  Cross 
movement,  so  big  that  even  to  begin  to  state  it  in  a  seven- 
minute  speech  is  out  of  the  question.  But  the  very  number 
and  value  of  the  community  activities  we  have  considered  sug- 
gest at  least  three  formative  principles  which  I  believe  it  would 
be  helpful  to  bear  in  mind  as  we  proceed  to  develop  the 
organization. 

I.  The  first  is  that  the  Junior  Red  Cross  should  try  to  be- 
come so  far  as  possible  an  all-inclusive  organization.  This  need 
is  made  manifest  by  the  very  multitude  of  activities  presented 
here.  What  is  needed  is  to  coordinate  the  social  activities  now 
in  operation  in  order  to  prevent  needless  waste  through  dupli- 
cation. If  by  any  chance  we  can  decrease  the  number  of  organ- 
izations it  would  be  a  public  benefaction.  So  much  energy  is 
frequently  spent  in  organizing  activities  that  there  is  not 


78  JUNIOR    RED    CROSS    SERVICE 

enough  energy  left  to  operate  them  after  they  are  started.  If 
we  consider  the  various  activities  as  spokes  in  a  community 
wheel,  the  thing  we  seriously  need  to  discover  is  a  hub  for  the 
wheel,  a  central,  all-inclusive,  community  organization,  which 
will  coordinate  the  spokes,  and  perhaps  reveal  the  fact  that 
two  or  three  spokes  are  trying  to  occupy  the  same  place.  To 
show  up  this  fact  will  do  much  good,  for  what  the  disease  of 
over-organization,  like  other  diseases,  needs  is  exposure  to  the 
air  and  light.  The  Junior  Red  Cross  has  a  better  chance 
than  any  other  agency  in  its  field  to  become  the  hub  of  a 
community  wheel,  a  coordinating  agency.  It  is  a  great 
opportunity. 

2.  The  second  principle  suggested  to  me  by  the  large  pro- 
gram presented  here  is  that  we  ought  never  to  underrate  the 
capacity  of  children.  I  congratulate  the  leaders  of  this  move- 
ment that  they  are  not  doing  so.  But  it  is  a  very  common  mis- 
take. It  is  due  to  the  self -centered  point  of  view  of  adult-hood. 
The  child  is  a  comparatively  new  discovery,  only  half  made  as 
yet.  We  are  forever  trying  to  make  children  to  be  like  us, 
whereas  it  is  we  who  need  to  be  made  like  them.  Said  Emerson, 
"You  are  trying  to  make  your  son  another  you.  Don't. 
One's  enough."  You  see  the  rag  rug  hanging  on  the  wall  before 
you.  While  writing  an  article  on  the  Junior  Red  Cross  for  Dr. 
MacCracken  I  was  called  away  to  give  some  lectures  to  a 
State  Teachers'  Convention  in  North  Carolina.  Among  its  ex- 
hibits I  discovered  this  rug  and  I  carried  it  away.  Since  then 
I  have  been  corresponding  with  the  two  little  girls  who  made  it. 
They  wanted  to  donate  it,  but  I  insisted  on  paying  them 
enough  for  the  material  in  it  to  secure  material  for  them 
to  make  another.  If  the  officers  of  the  Red  Cross  will  make  me 
a  cut  of  it  in  colors,  I  will  present  it  to  them.  If  they  do  not,  I 
will  present  it  to  them  anyway.  It  is  really  the  gift  of  the 
girls,  not  mine.  It  belongs  here,  for  it  is  an  effective  symbol  of 
the  ideals  with  which  the  Red  Cross  seeks  to  inspire  American 
children.  The  Red  Cross  in  each  corner  of  the  rug  indicates 
that  the  manual  work  was  done  under  the  Red  Cross  impulse  of 
unselfish  service.  The  flag  in  the  middle  connects  the  service 
with  our  national  welfare.    The  rug  was  made  in  the  public 


EDUCATIONAL    PROGRAM  79 

school,  made  entirely  by  two  little  girls  in  the  seventh  and 
eighth  grades,  made  out  of  old  rags  woven  on  a  tow  sack,  an 
evidence  of  the  capacity  to  make  an  economic  use  of  appar- 
ently useless  by-products,  to  make  the  most  out  of  common- 
place materials  close  at  hand.  It  is  not  only  a  beautiful  sym- 
bol of  many  of  the  ideals  of  the  Junior  Red  Cross,  but  it  shows 
the  readiness  of  children  to  respond  to  big  ideals  and  their 
capacity  to  apply  them. 

3.  The  third  principle  is  that  the  Junior  Red  Cross  seeks 
not  only  to  be  a  beneficiary,  but  also  a  benefactor  of  the 
schools.  There  is  danger  that  the  multitude  of  demands 
made  upon  the  schools  will  lead  them  to  feel  that  they  are 
being  exploited.  We  need  to  make  it  clear,  therefore,  that  we 
not  only  want  the  children  to  serve  us,  but  that  we  want  to 
serve  them.  That  the  schools  will  be  greatly  benefited  by  the 
process  of  doing  Red  Cross  work  there  can  be  no  doubt.  The 
three  R's  of  the  movement  are  "Relief,  Rescue  and  Recon- 
struction." The  work  of  reconstruction  is,  of  course,  far  more 
difficult  than  the  work  either  of  destruction  or  construction, 
but  difficult  as  it  is  the  process  is  now  taking  place.  The  new 
uses  of  history  presented  in  a  paper  here  this  morning  are  highly 
significant  and  typical  of  the  benefits  which  the  schools  will 
receive.  A  re-interpretation  of  history  and  new  and  vitalized 
methods  of  teaching  it,  I  regard  as  one  of  the  most  needed  of 
reforms.  But  the  best  and  the  immediate  service  which  the 
Junior  Red  Cross  is  rendering  the  schools  is  to  connect  the 
school  activities  with  life  processes  and  human  needs.  It 
would  require  an  hour's  lecture  to  state  the  value  of  this  ser- 
vice. Dr.  Grundtvig,  Denmark's  great  educational  reformer, 
said,  "Any  school  that  has  its  beginning  in  the  alphabet  and  its 
ending  only  in  book  learning  is  a  school  of  death."  The 
Junior  Red  Cross  will  help  to  save  the  schools  from  this  fate, 
by  connecting  them  with  real  life  activities. 

The  mention  of  our  three  R's,  "Relief,  Rescue  and  Recon- 
struction" leads  me  in  closing  to  urge  very  earnestly  the  Junior 
Red  Cross  to  include  among  its  fixed  policies  the  rescue  of  the 
girls  and  boys  not  in  the  schools.    Over  fifty  per  cent,  of  the 


80  JUNIOR    RED    CROSS    SERVICE 

girls  and  boys  of  America  never  finish  even  the  grammar 
grades.  This  fact  forebodes  ill  for  the  nation's  welfare.  I  feel 
this  so  deeply  that  I  wish  to  put  my  plea  in  the  form  of  a  story 
not  only  because  I  must  be  brief,  but  to  make  it  impossible  for 
you  to  forget  it,  even  if  you  should  try.  It  is  the  story  of  a 
little  girl,  in  the  mountains  of  Kentucky,  who  was  left  mother- 
less at  the  age  of  eight.  There  were  four  children  still  younger. 
Her  father  was  a  poor  man,  dependent  upon  his  daily  labor  for 
the  support  of  his  family,  too  poor  to  employ  anyone  to  under- 
take the  care  of  his  children.  So  the  duties  of  home-maker  and 
mother  fell  upon  the  shoulders  of  the  little  girl  and  right  nobly 
and  patiently  she  performed  them.  She  rose  early  to  prepare 
her  father's  breakfast  and  she  toiled  into  the  night  to  complete 
the  tasks  of  the  day.  It  is  little  wonder  that  at  the  end  of  five 
years  the  slender  strength  was  exhausted.  At  thirteen  she  lay 
dying.  A  neighbor  sat  by  her  bed  to  give  what  comfort  she 
could.  The  little  face  grew  troubled.  "It  isn't  that  I  am  afraid 
to  die,  I'm  not.  But  I  am  so  ashamed,"  the  little  girl  said. 
"Ashamed  of  what?"  asked  the  woman  in  surprise.  "Why  it  is 
this  way.  You  know  how  it's  been  with  us  since  Mamma  died. 
I've  been  so  busy,  I've  never  done  anything  for  Jesus,  and  when 
I  get  to  Heaven  and  meet  Him,  I  shall  be  so  ashamed!  Oh, 
what  can  I  say  to  Him?"  Great  sobs  shook  the  neighbor  as 
she  gathered  the  little  calloused,  work-scarred  hands  into  her 
own  and  said,  "I  wouldn't  say  anything  to  him,  dear;  just  show 
him  your  hands."  Who  is  responsible  for  the  injury  done  to 
this  girl-mother  by  leading  her  to  suppose  that  her  loyalty  to 
commonplace  duties  would  fail  to  meet  the  approval  of  Him 
who  worked  at  a  carpenter's  trade?  By  the  grace  of  democ- 
racy we  shall  decorate  little  heroines  like  this  with  the  name 
and  symbol  of  the  Red  Cross.  By  the  grace  of  democracy  also 
we  shall  decorate  with  the  same  sign  the  commonplace  work 
they  do  and  elevate  it  in  our  thought  to  the  place  it  deserves  to 
occupy  by  destroying  the  fake  distinction  between  sacred  and 
secular.  What  nobler  projects  could  there  be  than  for  the 
Junior  Red  Cross  to  rescue  these  outside  girls  and  boys  and 
give  them  a  fair  chance  in  the  race  of  life  not  only  for  the  sake 
of  the  nation's  welfare,  but  for  their  own? 


educational  program  8l 

£.  Remarks  of  Margaret  S.  McNaught 

Commissioner  of  Elementary  Schools  for  California 

I  am  glad  to  be  with  you ;  glad  to  have  had  the  joy  of  finding 
in  the  long  journey  across  the  width  of  the  continent  from  the 
land  of  winter  sunshine  and  flowers  and  ripening  oranges  to 
this  land  of  snow-bound  cities  and  frozen  fields,  not  only  the 
same  flag,  but  everywhere  along  the  way,  the  same  patriotism, 
the  same  ardor  for  victory  and  the  same  enthusiasm  for  sup- 
port of  the  work  of  the  Junior  Red  Cross.  I  am  glad,  too,  to 
be  able  to  bring  you  a  message  from  our  honored  and  beloved 
Governor,  William  D.  Stephens.  He  did  not  write  it  for  me, 
but  trusted  me  to  "keep  it  by  heart"  as  the  children  say,  and 
to  give  it  to  you  by  word  of  mouth.     Essentially  it  is  this: 

I  cordially  approve  the  institution  of  the  Junior  Red  Cross.  It 
serves  the  double  good  of  assisting  our  manhood  and  our  womanhood 
in  the  war  of  today  and  of  assuring  the  loyalty  of  the  manhood  and  the 
womanhood  of  tomorrow.  The  boys  and  girls  that  become  members 
of  the  Red  Cross  in  the  schools  will  have  the  honor  of  rendering  their 
country  and  humanity  a  two-fold  service,  that  of  helping  to  make  the 
world  safe  for  democracy  in  this  crisis  and  of  keeping  it  safe  when  this 
generation  shall  have  passed  away.  Having  learned  patriotism 
through  self-denial  in  little  things,  they  will  be  strong  to  uphold  it  in 
the  greatest.  Whenever  the  Junior  Red  Cross  counts  the  roll  of  its 
most  earnest  friends,  let  my  name  be  included  among  them. 

When  I  notified  the  President  of  our  State  Board  of  Educa- 
tion, Mr.  E.  P.  Clarke,  of  the  call  that  came  to  me  to  attend 
this  Conference,  he  said  to  me:  "It  is  important  that  you 
should  go;  we  must  get  all  the  ideas  the  East  can  give  us  to 
help  on  the  work  here." 

So  I  have  come  not  only  to  bring  you  a  message,  but  to 
profit  by  the  counsel  drawn  from  your  experience.  Let  me 
tell  you  then  of  what  we  are  doing  in  California  and  of  what 
we  have  learned  there  from  our  experience.  First,  the  Junior 
Red  Cross  is  with  us  firmly  established  and  well  organized 
under  the  capable  presidency  of  my  colleague  in  this  Confer- 
ence, Mrs.  Harry  A.  Kluegel.  The  work  already  under  way 
includes  about  all  that  comes  within  the  range  of  childhood 


82  JUNIOR    RED    CROSS    SERVICE 

activities.  Our  Juniors  serve  the  war  needs  of  the  nation,  not 
only  by  work  in  the  schools,  but  in  the  fields  and  in  the  fac- 
tories. They  both  produce  and  conserve  food.  They  make 
articles  for  use  in  the  camps  and  in  the  hospitals.  They  raise 
money  for  the  purchase  of  thrift  stamps  and  of  Liberty  Bonds. 
They  give  school  entertainments  for  patriotic  purposes.  They 
take  part  in  street  pageants.  So  excellent  has  been  their  ser- 
vice in  all  these  directions,  that  wherever  volunteer  aid  is 
wished  either  for  action  or  inspiration,  the  school  children  of 
the  community  are  called  upon  to  do  their  part. 

The  schools  have  profited  much  by  the  service  they  have 
given  to  the  Red  Cross.  The  profit  indeed  has  been  so  large 
that  it  merits  special  consideration.  It  is  a  new  and  gratifying 
proof  that  it  is  better  to  give  than  to  receive.  By  giving  much 
we  have  gained  more. 

When  first  the  war-call  was  made  to  the  children,  many 
parents  objected.  I  received  letters  saying,  "I  do  hope  you 
are  going  to  keep  the  children  out  of  this  war."  I  wondered  if 
these  objectors  knew  that  children  are  human  and  that  they 
were  bound  to  feel  even  more  acutely  than  ourselves  the 
impulses  of  patriotism.  They  are  as  alive  and  as  bright  as  we 
are  and  they  have  the  young  enthusiasms  and  ardors  we  have 
lost  with  the  years.  They  have  shown  all  these  forces  of  young 
life  in  a  way  that  has  taught  much  to  adults  that  are  capable 
of  learning. 

Thus  it  has  come  about  that  we  no  longer  hear  that  music 
in  the  schools  is  a  fad  and  that  dramatic  representations  are  a 
fad.  School  entertainments  have  proven  their  use  and  their 
benefits  to  whole  communities.  We  no  longer  hear  that  girls 
cannot  grow  crops  or  raise  pigs.  Our  California  girls  have 
done  both  and  done  them  well.  We  no  longer  hear  that  ath- 
letics are  a  fad.  The  disclosures  of  the  percentage  of  weak  or 
diseased  young  men  before  the  examining  boards  of  the  Army 
prove  the  need  of  all  sorts  of  athletic  training  and  of  sound 
sanitary  conditions  in  school  and  at  home. 

These  proofs  have  brought  profit  to  the  schools  and  to  the 
teachers.  We  are  going  to  have  better  and  broader  systems  of 
education,  better  schoolhouses  and,  indirectly,  we  shall  have 


EDUCATIONAL    PROGRAM  83 

throughout  the  community  better  homes.  Finally,  we  shall 
have  among  the  alien  populations  of  our  immigrants,  a  fuller 
and  a  truer  conception  of  America  and  of  Americanism. 

Thus  all  that  we  have  done  and  are  doing  for  the  Junior 
Red  Cross  is  coming  back  to  us  with  a  hundred-fold  increase. 
We  have  long  been  accustomed  to  the  common  praise  that  we 
are  wonder  workers,  that  we  train  citizens,  that  the  future  of 
the  people  is  in  our  hands ;  but  now  we  are  getting  something 
more  than  that  platitude  of  the  past.  We  are  getting  the 
conviction  that  the  people  are  going  to  sustain  us  in  our  work 
hereafter  with  active  help  as  well  as  with  words.  This  is  the 
influence  the  Red  Cross  work  of  the  Juniors  has  had  upon  our 
communities  in  California  and  I  doubt  not  that  it  is  the  same 
everywhere.  I  note  that  whenever  the  adults  wish  a  Liberty 
Loan  drive  or  a  food  conservation  drive,  they  have  the  chil- 
dren come  forth  with  parades,  or  with  school  songs  and 
dramas.  Why?  It  is  because  a  little  child  holding  up  the  flag 
and  crying,  "I  love  my  country,  I  love  this  flag,"  appeals  to 
the  people  more  strongly  than  the  same  words  uttered  by  a 
grown  man  or  woman.  It  is  the  appeal  irresistible!  At  its 
call,  every  patriotic  heart,  even  though  it  beat  in  an  aged 
bosom,  responds,  "I,  too,  love  the  flag  and  the  country — and 
also  I  love  the  Junior  Red  Cross." 


F,  An  Hour  A  Day  for  Red  Cross  by  School  Children  ^ 
Arthur  D.  Dean 

Teachers  College,  Columbia  University 

I  believe  that  every  school  boy  and  girl  above  the  age  of 
twelve  should  contribute  the  equivalent  of  one  hour  a  day  in 
school  time  for  Red  Cross,  for  the  following  reasons: 

I .  Because  we  are  at  war,  and  the  war  cannot  be  won  except 
through  service.  The  boy  and  girl  power  of  the  nation  must 
be  organized  as  purposefully  and  as  effectively  as  the  man 
and  woman  power.  Their  thrift,  their  sacrifices,  their  ser- 
vices must  count  and  must  be  accounted  for. 

1  Prepared  for  the  Conference  but  not  presented. 


84  JUNIOR    RED    CROSS    SERVICE 

2.  Because  such  work  entails  no  physical  and  mental  ill- 
consequences.  Educators  and  thinking  people  in  general 
agree  that  our  children  should  not,  for  the  present  at  least, 
contribute  to  production  or  distribution  through  any  relaxa- 
tion of  the  present  employment  laws  governing  the  entrance 
of  children  into  industrial  and  mercantile  life.  But  Red  Cross 
service  offers  useful  work  which  children  may  contribute  under 
school  supervision.  Here  the  children  will  receive  the  advan- 
tages of  performing  useful  labor  and  will  obtain  one  of  the 
satisfactions  of  a  wage-earning  life  without  strain  and  without 
sacrificing  training  values. 

3.  Because  the  children  want  to  help.  The  Red  Cross  work 
which  they  are  already  voluntarily  doing  proves  that  their 
hearts  are  in  service  work.  Too  long  they  have  marched  under 
the  three  R's;  they  would  elect  the  three  H's — Head,  Heart, 
and  Hands.  They  have  used  their  hands  and  now  want  to 
use  their  hearts  and  heads.  In  fact,  in  the  Red  Cross  work 
they  may  use  all  three,  but  it  will  be  the  heart  which  answers 
the  call,  guided  by  the  head  and  expressed  through  the  hands. 

4.  Because  we  want  time  to  produce  responding  power. 
The  test  of  their  effectiveness,  as  ours,  rests  upon  their  capacity 
to  respond  to  a  national  need  or  a  national  ideal.  The  deter- 
mining power  of  efficiency  of  citizenship  lies  in  the  ability  of 
individuals  to  respond  to  a  national  need  of  service  at  the  cost 
of  personal  sacrifice.  We  have  such  a  national  need — never 
greater,  and  this  need  is  based  upon  a  national  ideal — never 
finer.  Red  Cross  work  is  the  need,  and  service  for  a  just  cause 
is  the  ideal.  School  programs  must  allow  for  the  responding 
power  of  youth. 

5.  Because  that  service  which  we  have  preached  in  our 
schools  may  now  be  practised.  The  new  point  of  view  of  edu- 
cation centers  around  the  ideal  of  having  the  child  working 
and  thinking  towards  the  purpose  which  he  recognizes  as  hav- 
ing social  value.  We  claim  that  such  values  must  be  demo- 
cratic and  that  all  should  participate.  National  service  must 
be  rendered  down  to  the  last  person.  Clubs  and  church  organ- 
izations for  betterment  work  have  selected  groups.  The  well- 
to-do  may  always  find  expression  for  useful  service.    But  for 


EDUCATIONAL    PROGRAM  85 

a  genuine,  democratic  expression  of  service  open  to  every 
child,  the  Red  Cross  offers  the  greatest  opportunity. 

I  know  that  the  Red  Cross  work  will  give  a  new  life  to  the 
schools;  that  it  will  react  favorably  upon  all  school  work  for 
the  following  reasons : 

First,  because  schools  in  general  need  motivating  forces 
which  are  made  conscious  to  the  children.  Children  are  always 
told  that  school  work  has  value  and  that  some  day  they  may 
use  it,  but  dealing  in  futures  is  foreign  to  child  nature.  Chil- 
dren's interests  are  in  the  present,  and  war  is  present,  and  need 
for  service  is  present.  Children  know  these  things.  Bringing 
the  war  into  the  school  means  motivating  not  only  the  teach- 
ing of  history,  geography,  science,  etc.,  but  it  means  motivating 
the  very  school  itself.  We  know  that  high-school  children  will 
talk  about  and  work  for  a  school  dance,  school  play,  or  school 
game.  Those  of  us  who  are  close  to  the  work  which  the  schools 
are  doing  for  Red  Cross  know  that  children  are  now  talking 
and  working  for  the  Red  Cross.  It  has  become  a  great  moti- 
vating force.  It  has  done  more  to  teach  patriotism,  to  develop 
coordination,  to  bring  out  service,  to  inculcate  habits  of  thrift 
than  any  amount  of  preaching  has  ever  or  could  ever  develop 
in  the  public  schools. 

Second,  because  the  manual  training,  sewing,  and  cooking 
need  some  stirring  motive  to  keep  them  from  becoming  as 
formalized  and  lessonfied  as  the  traditional  subjects.  Thought- 
ful people  are  becoming  disposed  to  criticize  the  present 
methods  employed  in  many  of  our  household  and  manual 
arts  classes.  It  is  felt  that  the  children  in  these  classes,  through 
the  work  which  they  do,  think  of  themselves  first,  last,  and 
all  the  time.  The  whole  spirit  of  the  new  methods  in  practical 
arts  is  based  upon  getting  away  from  the  individual  models 
created  out  of  the  mind  of  a  teacher  and  imposed  upon  an 
unsuspecting  student  body,  which  follows  a  "course  of  models" 
in  about  the  same  way  as  it  takes  a  course  of  arithmetic.  The 
whole  scheme  is  now  based  upon  the  project  plan  and  not  upon 
the  model  or  exercise  plan.  It  is  no  longer  based  upon  the 
teacher's  course  of  study  framed  on  the  basis  of  tool  exercises 
or  logical  sequence  of  processes.    It  comes  out  of  a  need  which 


86  JUNIOR    RED    CROSS    SERVICE 

is  as  clear  to  the  student  as  it  is  to  the  teacher.  Teachers  of 
household  arts  have  begun  to  see  the  need  for  reform.  Many 
are  bringing  into  school  life  such  problems  as  the  mending 
and  darning  of  the  family  clothes,  cooking  school  luncheons, 
managing  day  nurseries  for  babies  of  working  mothers,  making 
table  and  bed  linen  for  hospitals,  making  jams  and  jellies  for 
charitable  societies.  Such  teachers  have  welcomed  the  oppor- 
tunity offered  by  the  present  war  to  forward  the  new  idea  of 
socializing  domestic  arts  by  introducing  Red  Cross  work. 
Manual  training  teachers  are  restless  under  the  regime  of  coat 
hangers,  sleeve  boards,  taborets,  Morris  chairs,  and  piano 
stools.  Progressive  ones  have  been  building  garages,  laying 
concrete  walks,  re-equipping  their  shops,  organizing  school 
gardens,  developing  vocational  courses,  and  so  on.  It  is  such 
teachers  of  manual  training  who  will  welcome  the  introduction 
of  Red  Cross  work.  It  will  give  them  an  opportunity  to  do 
emergency  work  of  a  socialized  nature  for  a  need  which  is  great 
and  for  a  cause  that  every  boy  can  see  is  worth  while. 

I  am  convinced  that  the  Red  Cross  methods  of  organizing 
for  service  through  production  are  not  only  sane  from  the 
angle  of  production,  but  also  that  they  offer  a  useful  experience 
for  school  children  to  work  under  a  system  of  production  as 
employed  in  the  work-a-day  world.  We  may  question,  and 
rightly,  the  business  value  of  the  methods  of  factory  produc- 
tion as  contributed  by  school  children  under  sixteen  years  of 
age,  but  surely  no  one  can  object  to  the  equivalent  of  one 
hour  a  day  devoted  to  Red  Cross  service,  working  under  a  plan 
which  follows  business  and  factory  systems  which  will  give 
pupils  an  idea  of  productive  and  distributive  processes  involved 
in  the  work-a-day  world. 

Those  of  us  who  are  interested  in  the  methods  employed  in 
vocational  schools  to  turn  out  student  products,  appreciate  the 
benefit  to  the  pupil  of  learning  to  work  from  well-planned  direc- 
tions and  of  turning  out  a  product  exactly  corresponding  to 
specifications.  It  is  believed  that  this  manner  of  doing  the 
work  holds  an  educational  value  which  entitles  it  to  a  place  in 
the  household  and  manual  arts  courses  of  every  school.  Both 
technique  and  speed  are  necessary  to  the  condition  of  need 


EDUCATIONAL    PROGRAM  87 

which  the  Red  Cross  is  meeting.  As  pupils  are  called  upon  to 
respond  to  this  demand  for  quantities  of  garments  and  hospital 
supplies  as  well  as  for  accurately  made  articles,  they  will  be- 
come trained  in  speed  and  accuracy  while  rendering  a  distinct 
service  to  their  country. 

I  would  not  limit  the  Red  Cross  to  girls;  it  should  include 
boys  as  well.  Neither  would  I  limit  the  work  to  the  curriculum 
of  schools  which  have  vocational  courses  so  that  only  boys  and 
girls  electing  such  courses  have  the  opportunity  of  doing  Red 
Cross  work  as  a  part  of  their  school  program.  Those  who  are 
taking  academic  courses  in  school,  and  they  greatly  outnumber 
the  vocational  school  pupils,  should  have  a  chance  to  render  a 
service  through  the  schools.  It  is  a  grave  mistake  to  throw 
the  burden  of  useful  service  upon  a  special  group  and  in  this 
way  help  develop  the  notion  that  those  who  take  classical 
courses  have  nothing  to  do  but  look  on  while  those  in  voca- 
tional courses  are  to  do  the  work. 

I  am  of  the  conviction  that  the  time  has  passed  for  voluntary 
after-school  clubs  for  Red  Cross  work.  The  educational  value 
of  the  work  will  be  lost  if  Red  Cross  work  is  made  voluntary, 
as  no  voluntary  work  can  be  systematized  or  directed  so  well 
as  courses  incorporated  in  the  curriculum.  The  work  of  every 
school  child  between  twelve  and  eighteen  can  be  organized 
and  graded  to  bring  out  the  most  effective  service. 

It  is  very  clear  to  me  that  service  work  requires  organiza- 
tion. It  is  very  clear  that  the  preparation  needed  to  initiate 
Junior  Red  Cross  in  any  large  way  into  the  schools  of  the 
State  is  considerable.  There  is  a  good  deal  of  organization  and 
consequent  detail  connected  with  it.  The  domestic  art 
teachers  of  the  school  district  or  county  ought  to  be  called 
together  and  instructed  in  the  minutiae  of  garment  making 
and  surgical  dressings.  The  officers  in  vocational  schools 
ought  to  print  certain  of  the  general  directions.  Every  school 
must  have  the  blue  prints,  photographs,  and  written  specifica- 
tions issued  by  the  Red  Cross  Headquarters.  If  the  boys  in 
the  manual  training  and  vocational  schools  are  to  make  bed 
cots,  there  must  be  a  uniformity  of  size,  materials,  and  attach- 
ments.    The  state  supervisor  of  manual  training  and  voca- 


88  JUNIOR    RED    CROSS    SERVICE 

tional  instruction  ought  to  send  out  blue  prints  and  specifica- 
tions of  packing  cases,  bed  racks,  tables,  and  cots.  He  ought 
to  state  that  so  many  hundred  of  these  articles  are  needed  and 

that  the  city  of and  the  county  of and 

the  school  district  of is  expected  to  furnish  its  quota, 

and  he  ought  to  name  the  quota.  It  will  be  a  new  experience 
and  a  very  useful  one  for  school  people  to  learn  business  meth- 
ods of  organizations.  As  we  approach  that  democracy  for 
which  we  are  fighting  we  shall  find  more  and  more  need  for 
conserving  energy,  for  assigning  people  to  work  they  can  best 
do,  to  have  them  fitted  to  work  effectively  at  it,  and  to  have 
them  know  that  they  are  working  for  a  just  cause  and  in  the 
most  efficient  way.  Junior  Red  Cross  work  is  a  training  field 
for  a  democracy. 

President  Wilson  in  his  proclamation  to  the  school  children 
under  date  of  September  i8,  191 7,  when  he  called  upon  them 
to  do  their  part  in  the  war  by  joining  the  Red  Cross,  showed 
himself  to  be  a  master  of  good  pedagogy  as  well  as  a  leader  of 
men.  He  told  the  children  to  think  of  their  school  as  the 
natural  center  of  their  lives ;  to  serve  the  community  in  which 
they  live;  to  reach  out  through  service  and  study  to  the 
larger  world  outside;  to  have  behind  all  action  high  ideals; 
to  save  that  others  less  fortunate  may  have;  to  learn  how  to 
do  and  through  doing,  how  to  grow;  to  learn  directly  of  the 
world  of  action  while  it  is  in  action ;  to  work  with  their  elders 
for  a  common  purpose — the  common  purpose  of  being  useful 
citizens  of  our  great  country. 


VI.    Cooperation  in  War  Service 

I .    Cooperation  of  the  United  States 
Food  Administration 

Frederick  W.  Walcott 

United  States  Food  Administration 

There  should  be  one,  great,  outstanding  purpose  in  the  mind 
of  every  man,  woman  and  child  in  the  United  States — to  win 
this  war  in  the  shortest  possible  time  and  stop  the  slaughter. 

It  seems  to  me  that  this  war  emergency  must  be  the  appeal 
to  be  used  by  every  department  of  the  Government,  whether 
it  be  Red  Cross,  Food  Administration,  Army,  or  Navy. 

We  have  been  drifting  along  for  generations  in  this  country 
in  a  careless,  easy-going,  wasteful  fashion,  and  now  there  is 
an  emergency  which  we  believe  will  furnish  the  incentive  to 
reform  our  old  methods.  Whatever  direction  the  reform  takes 
— ^war,  fighting,  or  suffering — the  cost  in  innocent  victims — 
the  emotional  appeal  must  always  be  kept  in  sight. 

It  goes  without  saying  that  the  United  States  Food  Admin- 
istration will  cooperate  to  the  utmost  in  every  possible  way 
with  the  Red  Cross,  and  we  are  anxious  to  help  you  specifically 
in  your  attempt  to  organize  the  Junior  Red  Cross  and  develop 
its  membership  by  giving  to  the  school  children  of  the  country 
a  definite  food  message,  which  will  show  them  how  much  our 
associates  in  the  war  need  food  and  how  we  can  help  furnish 
this  food  by  saving  in  our  own  homes. 

England,  France,  and  Italy  need  wheat  sorely;  they  need  it 
in  enormous  quantities;  they  need  one-fifth  of  all  we  have 
left  for  ourselves  this  year,  and  we  must  deny  ourselves  in  order 
to  ship  it  to  them.  They  need  meat,  especially  pork  and  pork 
products.  Pork  and  pork  products  keep  better  and  can  be 
shipped  more  easily  than  any  other  meat.  We  must  save  all 
of  our  pork.    The  boys  and  girls  living  outside  of  the  large 


90  JUNIOR    RED    CROSS    SERVICE 

cities  should  be  encouraged  to  raise  a  pig  and  thus  work  for 
our  soldiers  in  France. 

We  must  teach  the  boys  and  girls  of  this  country  to  eat  less 
candy  and  give  up  sweet  drinks.  It  will  make  them  healthier, 
it  will  save  their  teeth,  and  it  will  allow  the  Government  to 
ship  to  the  Allies  more  sugar,  which  the  soldiers  need,  if  they 
are  going  to  fight.  Sugar  reaches  the  muscles  and  becomes 
energy  more  quickly  than  any  other  form  of  food.  That  is 
why  the  soldiers  in  desperate  night  attacks  need  sugar  to 
maintain  their  energy  and  keep  them  warm.  We  must  save, 
save,  save.  Food  will  win  the  war,  and  it  must  be  saved  by 
teaspoonfuls  as  well  as  in  larger  quantities. 

There  is  one  more  thought  we  would  like  to  impress  upon 
the  minds  of  the  boys  and  girls  of  the  United  States:  three 
times  a  day,  when  they  sit  down  to  eat,  they  should  think  of 
the  hundreds  of  thousands,  in  fact  millions  of  people  in  Europe 
who  have  been  scourged  by  the  German  Army,  and  who  have 
from  two  to  three  years  been  suffering  not  only  the  pangs  of 
hunger  but  actual  starvation.  Their  vitality  has  been  lowered, 
hundreds  of  thousands  of  them  have  died.  More  people  have 
died  in  this  war  from  famine  than  by  fighting.  In  addition 
to  that,  famine  has  left  whole  nations  deprived  of  their  hope 
in  the  future;  their  buildings  have  been  burned;  their  live 
stock  and  farm  implements  have  been  taken  away  and  de- 
stroyed; their  factories  have  been  dismantled  and  many  of 
them  burned — all  for  the  benefit  of  Germany.  What  hope  has 
the  Belgian,  Pole,  Serbian,  Armenian,  and  Roumanian  for 
the  future  unless  some  great,  rich  country  like  the  United 
States  keeps  them  constantly  in  mind  and  goes  to  their  relief 
after  the  war?  During  the  last  two  years,  we  allowed  England 
and  France  to  fight  our  battles  alone  to  free  these  suffering 
peoples  of  Europe.  It  is  a  sacred  trust,  a  great  privilege,  and 
if  we  discharge  this  obligation  without  hope  of  gain,  we  will 
have  proved  to  the  people  of  Europe  the  benefits  and  the  prin- 
ciples of  Democracy. 

The  trustees  of  this  great  project  are  the  boys  and  girls  now 
in  our  schools.  These  will  be  their  problems;  they  cannot 
begin  too  soon  to  learn  of  their  opportunities  for  service. 


COOPERATION    IN    WAR    SERVICE  QI 

2.    Cooperation  With  Extension  Service  of  the 
Department  of  Agriculture 

O.  H.  Benson 

Agriculturist  in  Charge,  Boys'  and  Girls'  Extension  Work 

I  am  glad  to  have  an  opportunity  of  attending  this  Confer- 
ence in  behalf  of  the  Junior  Red  Cross  activities.  It  seems 
unfortunate  that  the  duration  of  the  Conference  will  not  permit 
a  more  complete  presentation  of  each  subject  and  more  time 
for  a  general  discussion  of  the  topics  in  which  we  all  have 
mutual  interest. 

The  working  out  of  a  cooperative  program  with  a  view  to 
encouraging  boys  and  girls  and  giving  them  the-  direction  and 
supervision  which  they  deserve  is  of  paramount  importance 
at  this  time,  and  I  am  sure  that  I  speak  the  vsentiment  of  all 
present  when  I  say  that,  more  and  more,  as  the  war  program 
advances,  will  we  appreciate  the  place  of  our  young  people  in 
connection  with  the  programs  of  food  production  and  food 
conservation.  While  talking  with  a  prominent  French  educa- 
tor, who  visited  Washington  recently,  he  made  the  following 
statement: 

I  hope  that  you  people  in  America  will  not  make  the  mistake  which 
we  did  in  Europe,  during  the  beginning  of  the  war,  in  not  including  or 
giving  a  constructive  and  definite  war  program  to  the  boys  and  girls 
and  to  the  public  schools.  Our  failure  to  do  this  was  the  first  reason 
for  the  closing  down  of  a  very  large  number  of  the  public  schools  at  the 
beginning,  when  we  should  have  maintained  these  schools  for  the 
mobilization,  organization,  and  direction  of  our  boys  and  girls  for  war 
work. 

In  order  that  the  work  of  boys  and  girls  may  function  more 
effectively  as  a  war  measure,  it  is  my  candid  opinion  that  the 
schools  should  be  open  and  running  and  the  teachers  main- 
tained on  the  job  only  so  far  as  they  prove  themselves  capable 
of  adjusting  themselves  to  meet  the  needs  of  the  present  war. 
When  it  is  found  that  the  schools  are  not  adjusting  themselves 
to  meet  these  needs,  then  there  will  be  less  need  for  keeping 
the  schools  going  and  greater  need  of  taking  the  children  out 
of  the  schools  and  putting  them  into  the  factories,  on  the  farms. 


92  JUNIOR    RED    CROSS    SERVICE 

etc.  I  desire  to  go  on  record  at  this  time  in  favor  of  keeping 
the  public  schools  of  the  land  open  for  twelve  months  in  the 
year  and  the  teachers  should  be  there  for  twelve  months  with 
one-half  of  the  time  or  half  the  day  devoted  to  the  organization, 
direction,  and  studies  of  the  school-room;  the  other  half  to 
be  devoted  to  activities  in  the  homes,  on  the  farms,  in  the 
industries,  and  in  connection  with  the  Junior  Red  Cross 
work,  for  the  purpose  of  taking  the  place  of  men  and  women 
who  have  been  called  into  the  war,  the  Senior  Red  Cross 
activities,  and  into  munition  factories.  In  connection  with  a 
program  of  this  kind,  it  can  well  be  understood  how  important 
it  would  be  to  keep  the  teachers  in  charge  as  leaders  and  super- 
visors in  order  to  make,  every  day,  an  efficient  contribution  to 
the  war  program  and  to  let  the  children  all  help  us  make  this 
old  war-ridden  world  a  safe  place  for  democracy. 

One  of  the  important  problems  before  us  today,  and  during 
the  period  of  the  war,  will  be  so  to  correlate  and  coordinate 
our  various  agencies  and  organizations  dealing  with  boys  and 
girls  that  efficiency  and  one  hundred  per  cent  results  will  be 
forthcoming  out  of  it  all,  and  to  avoid  misunderstanding,  and 
unnecessary  duplication  of  effort  and  leadership. 

There  are  now  a  number  of  Government  constituted  agencies 
and  departments  dealing  directly  with  children  and  their 
activities. 

We  have  the  Bureau  of  Education  dealing  directly  with 
the  public  schools  and  matters  of  general  education.  In  the 
Department  of  Labor,  we  have  the  Boys'  Working  Reserve,  an 
organization  which  helps  meet  the  labor  needs  by  securing, 
training,  and  delivering  city  boys  over  fourteen  years  of  age 
to  the  farm  in  order  to  meet  the  demand  for  labor  of  the  coun- 
try. The  United  States  Children's  Bureau  deals  with  problems 
of  infant  mortality,  hygiene,  the  scientific  care  and  feeding  of 
little  children.  This  Bureau  is  expanding  its  program  to  in- 
clude many  other  interesting  activities  and  important  lines  of 
work  for  boys  and  girls  of  every  age.  In  our  Department  of 
Agriculture,  we  have  the  boys'  and  girls'  section  dealing  with 
extension  activities  and  agricultural  education  work  for  boys 
and  girls  in  both  agriculture  and  home  economics.     In  the 


COOPERATION    IN    WAR    SERVICE  93 

Department  of  the  Interior,  we  have  the  Indian  Office  dealing 
with  the  boys  and  girls  as  well  as  the  adults  of  the  Indian 
Reservations  and  in  the  Indian  schools.  In  addition  to  these 
Federal  constituted  organizations,  we  have  the  American  Junior 
Red  Cross  work  as  represented  here  in  this  Conference,  deal- 
ing with  Red  Cross  work  and  kindred  activities  for  boys  and 
girls.  While  this  institution  is  not  spoken  of  as  a  Federal 
institution,  it  has  been  recognized  in  a  national  way  and  as  a 
national  agency  of  paramount  importance.  Then  we  have 
these  other  masterful,  effective,  and  splendid  organizations 
known  as  the  Boy  Scouts,  Girl  Scouts,  Camp  Fire  Girls, 
Y.  W.  C.  A.  and  Y.  M.  C.  A.  agencies,  all  of  them  dealing  with 
boys  and  girls,  with  splendid  leadership  and  very  constructive 
programs  and  with  real  nation-wide  records  of  achievements  to 
their  credit.  There  are  a  great  number  of  other  organizations 
such  as  the  Patriotic  League  of  America,  the  Federated  Boys 
Clubs,  the  Junior  Patriots,  and  the  Farm  Boy  Cavaliers,  and 
we  are  in  a  fair  way,  as  I  see  it,  of  over-organizing  the  junior 
realm  and,  as  one  of  the  thousand  men  in  America  leading 
boys  and  girls  in  educational  endeavor,  I  would  urge,  by  all 
means,  the  careful  coordinating  and  correlating  of  our  work 
in  order  that  we  may  be  able  to  come  together  and  arrange 
from  National  Headquarters  to  avoid  confusion,  unnecessary 
expense  and  delay  in  getting  the  work  under  way  in  all  lines. 
A  short  time  ago,  while  talking  with  a  prominent  state  official 
in  one  of  the  central  western  states  about  the  development  of 
the  Boys'  and  Girls'  Extension  Work  within  the  state,  he 
turned  to  me  and  asked  the  following  question: 

Mr.  Benson,  what  are  we  going  to  do  about  the  matter  of  coSrdinat- 
ing  and  correlating  all  of  the  many  different  agencies  seeking  to  do 
agricultural  work  within  the  state,  through  the  same  schools,  the  same 
boys  and  girls,  and  the  same  community  units?  I  refer  especially  to 
our  State  College  of  Agriculture  in  its  activities  under  the  Cooperative 
Extension  Act  in  dealing  with  Boys'  and  Girls'  Club  Work,  to  the 
Boys'  Working  Reserve  from  the  Department  of  Labor,  the  National 
Boy  Scouts,  Girl  Scouts  Organizations,  the  Camp  Fire  Girls,  to  the 
work  of  the  agents  of  the  United  States  Food  Administration,  to  the 
Y.  W.  C.  A.  and  Y.  M.  C.  A.  leaders  of  our  state.    And  now  I  under- 


94  JUNIOR    RED    CROSS    SERVICE 

stand  that  the  Junior  Red  Cross  is  also  entering  the  field  to  do  work  in 
food  production  and  food  conservation.  I  confess,  frankly,  that  I 
believe  in  all  of  them  but  am  at  a  loss  to  know  how  we  are  going  to 
make  use  of  all  of  these  agencies  without  violating  the  "practise  what 
you  preach"  example  in  the  matter  of  eliminating  waste,  in  the  saving 
of  time,  leadership,  and  money. 

The  gentleman  voiced  the  sentiment  of  a  very  large  number 
of  well-informed  business  men  and  women  of  the  nation.  It  is  up 
to  us  as  national  leaders  not  to  cause  the  spending  of  30  dollars 
of  Government  money  in  order  to  teach  a  farmer's  wife  how  to 
save  30  cents  worth  of  fats  or  food.  I  would  recommend,  there- 
fore, that  we  get  together  as  the  war  program  'eveners'  and 
that  we  help  one  another  strengthen  any  weak  parts  with  a 
view  to  100  per  cent  efficiency  to  all. 

The  work  of  the  United  States  Department  of  Agriculture  in 
connection  with  boys  and  girls  is,  today,  with  but  two  subject 
matter  lines,  namely:  Agriculture  and  Home  Economics  and 
only  so  far  as  it  deals  with  the  work  of  the  boys  and  girls  in 
extension  activities  in  their  homes,  gardens,  fields,  poultry 
pens,  etc.  The  state,  district,  and  county  leaders,  of  course, 
work  in  close  cooperation  with  the  schools,  and  there  is  a  cer- 
tain amount  of  contact  of  the  schools  with  our  work  and  of 
our  work  with  the  schools.  I  shall  speak  only  of  one  of  the 
several  divisions  of  extension  work  as  affecting  the  activities 
of  the  thirty-three  northern,  central,  and  western  states. 

We  are  striving  to  help  the  boys  and  girls  by  giving  them 
trained  leadership,  subject  matter  instructions,  supervision, 
and  direction,  for  efficiency  in  their  food  production  and  food 
conservation  activities.  Every  state  is  organized  with  co- 
operative extension  leaders  in  charge  of  this  type  of  work. 
They  have  several  assistants  and  specialists  and,  in  addition  to 
this,  district  and  county  leaders  assist  them  in  the  direction 
of  the  work  in  the  various  sections  and  counties  of  the  state. 
The  County  Farm  Bureau  is  organized  within  the  county 
through  which  the  United  States  Department  of  Agriculture 
and  the  State  Colleges  of  Agriculture  do  this  cooperative  exten- 
sion work.  The  unit  or  agency  for  extension  work  in  the  local 
community  is  the  family. 


COOPERATION    IN    WAR    SERVICE  95 

Extension  workers  and  specialists  deal  with  extension  work 
for  men,  women,  and  for  boys  and  girls.  Our  work  is,  pri- 
marily, economic  and  has  to  do  with  the  carrying  on  of  demon- 
strations in  agriculture  and  home  economics,  with  a  view  to 
improving  the  products  of  the  farming,  gardening,  and  home- 
making  activities,  and  making  possible  a  greater  net  profit  on 
the  investment  of  time,  money,  and  energy. 

In  the  year  1916,  it  cost  the  Federal  Government  79 
cents  per  capita  to  supervise,  direct,  and  instruct  the  boys  and 
girls  in  our  territory.  For  this  amount  of  money,  the  boys  and 
girls  received  the  supervision  and  direction  of  trained  leaders, 
printed  follow-up  instructions,  the  opportunity  to  belong  to 
local  club  groups  and  participate  in  play  festivals,  exhibits, 
fairs,  and  achievement  day  programs,  and  in  addition  to  this, 
made  an  average  of  $20.96  worth  of  food  through  their  club 
activities.  In  other  words,  the  net  profit  to  the  nation  in  food 
value  was  $20.17  per  capita.  The  records  for  the  past  year, 
191 7,  will  be  even  better  than  this.  Let  me  illustrate  what 
this  Boys'  and  Girls'  Club  Work  is  by  reviewing  briefly  the 
story  of  achievement  which  we  have  just  summarized  covering 
the  work  in  the  state  of  Utah  for  the  year  closing  December 

31,  1917. 

In  the  state  of  Utah,  12  agricultural  and  home  economics 
projects  were  undertaken;  1,367  club  groups  were  organized; 
1,296  of  the  clubs  began  work  and  carried  on  their  program  of 
activities  throughout  the  year.  The  total  enrollment  of  boys 
and  girls  within  the  state  was  36,718.  Of  this  number,  33,509 
made  complete  reports  at  the  end  of  the  year  as  required  by  the 
state  cooperative  leaders  in  charge.  The  club  products  pro- 
duced by  the  girls  and  boys  in  Utah  amounted  to  the  value  of 
$949,581.70;  the  total  cost  of  production,  including  10  cents 
per  hour  for  labor  of  the  club  members,  amounted  to  $355,- 
484.15.  The  total  cost  of  overhead  supervision  and  leadership, 
representing  Federal,  state  and  local  investment  in  the  inter- 
est of  the  work,  was  $11,780.00.  Thirteen  per  cent  of  the 
total  time  of  the  state  leaders  was  devoted  to  office  work;  the 
rest  of  the  time  was  devoted  to  actual  field  follow-up  work. 
The  leaders  gave  65  field  demonstrations,  56  field  exhibits, 


96  JUNIOR    RED    CROSS    SERVICE 

453  boys'  and  girls'  fairs  and  festivals,  and  the  cooperative 
leaders  employed  gave  personal  instructions  to  19,703  boys 
and  girls  during  the  year. 

Mr.  J.  C.  Hogenson,  the  state  leader,  arranged  for  the  pur- 
chase and  distribution  of  ten  carloads  of  brood  sows  and 
distributed  them  to  members  of  the  pig  clubs  in  every  sec- 
tion of  the  state.  As  a  result,  a  great  amount  of  pork  was 
produced  during  the  year  and  now  thoroughbred  hogs  can  be 
found  in  every  section  of  the  state.  This  effort  bids  fair  to 
develop  into  a  permanent  industry.  The  total  value  of  the 
pork  produced  within  the  state  was  $137,000.00  at  a  cost  of 
$52,920.00.  The  average  net  profit  per  pound  of  pork  pro- 
duced was  $.083. 

In  the  home  garden  work  there  were  6,420  members  enrolled 
out  of  which  5,640  made  complete  reports  and  finished  all  the 
work.  Those  who  reported  produced  $315,600.00  worth  of 
food  products  at  a  cost  of  $95,732.00.  This  is  only  a  portion 
of  the  report  of  activities  in  the  state  of  Utah.  In  a  similar 
way,  we  could  report  achievements  of  the  boys  and  girls  of  the 
other  thirty-two  states  within  our  territory.     . 

The  only  unfortunate  thing  about  our  work,  as  I  see  it,  at 
the  present  time,  is  that  we  have  no  money  or  leaders  to  run 
effectively  and  furnish  the  proper  supervision  and  direction 
for  the  boys  and  girls  of  both  the  rural  and  city  communities. 
There  are  nearly  24,000,000  boys  and  girls  of  school  age  and  we 
have  now  about  800,000  enrolled.  This  indicates  very  clearly 
the  potential  possibility  of  our  boys  and  girls  during  the  period 
of  the  war  in  taking  the  place  of  men  and  women  in  the  food 
production  and  food  conservation  activities,  if  we  can  only 
get  the  leaders,  encouragement,  and  the  direction  necessary  to 
success  in  work  with  boys  and  girls. 

We  invite  the  cooperation  and  assistance  of  all  agencies 
in  America  in  helping  to  get  the  boys  and  girls  interested  and 
actively  at  work  in  these  lines.  The  boys  and  girls  who  were 
members  of  the  club  groups  during  the  past  year  did  a  splendid 
piece  of  work.  We  ought  to  double,  however,  our  efficiency 
and  multiply  materially  the  achievement  of  young  people  for 
the  coming  season.    We  invite  and  urge  your  cooperation  in 


COOPERATION    IN    WAR    SERVICE  97 

helping  the  boys  and  girls  to  keep  their  splendid  consecration 
pledge  which  they  have  taken,  and  which  is  as  follows: 

I  consecrate  my  head,  heart,  hands,  and  health,  through  food  pro- 
duction and  food  conservation,  to  help  with  the  world  war  and  world 
peace. 

I  bespeak  the  Department  of  Agriculture  and  its  coopera- 
tive force  when  offering  their  whole-hearted  cooperation  with 
you  and  your  force  and  I  shall  be  glad,  personally,  in  so  far  as 
possible,  to  reinforce  the  work  whenever  opportunity  presents 
itself.  I  thank  you  for  this  opportunity  of  meeting  with  you, 
the  privilege  of  hearing  the  discussions  and  explanations  in 
regard  to  your  work,  and  I  bid  you  "God  speed"  in  your  splen- 
did work. 

3.   War-Savings  Stamps 
H.  E.  Benedict 

Assistant  to  Chairman,  War-Savings  Stamp  Committee 

I  am  reluctant  before  this  group  of  distinguished  educators 
to  make  any  statement  in  regard  to  the  most  effective  manner 
of  introducing  our  War-Savings  Campaign  into  the  schools. 
I  believe,  however,  that  I  can  in  a  few  words  place  before  your 
meeting  our  plan  of  organization  and  what  we  hope  to  accom- 
plish. This  will  perhaps  enable  you  more  intelligently  to 
consider  the  War-Savings  Campaign  in  connection  with  the 
Junior  Red  Cross  organization. 

Congress  by  authorizing  the  Secretary  of  the  Treasury  to 
raise  $2,000,000,000  through  the  issuance  of  War-Savings 
Certificates  contemplated  that  results  of  far  greater  importance 
than  only  the  raising  of  funds  would  be  accomplished,  impor- 
tant as  ther  aising  of  this  money  is.  It  is  hoped  that  the  War- 
Savings  Campaign  may  be  the  instrumentality  which  will 
bring  home  to  the  American  people  the  sound  economic  doc- 
trine which  should  guide  them  in  this  war  crisis.  It  is  of  su- 
preme importance  that  the  people  see  clearly  that  in  order  to 
furnish  the  equipment  and  munitions  for  the  Army  and  Navy 
that  labor  and  materials  must  be  released  from  the  production 


98  JUNIOR    RED    CROSS    SERVICE 

of  non-essential  articles  consumed  in  normal  times.  The  labor 
available  may  be  increased  either  by  the  speeding  up  of  cer- 
tain industries  and  the  further  use  of  machinery  and  the  labor 
of  women,  or  by  longer  hours.  The  supply  of  materials,  how- 
ever, is  less  variable.  Our  War-Savings  Campaign  seeks  to 
impress  upon  the  people  of  the  country  the  absolute  necessity 
of  refraining  from  the  consumption  of  articles  not  necessary 
to  their  health  and  efficiency. 

The  War-Savings  Committee  has  organized  the  country 
with  a  State  Director  of  War-Savings  in  each  state.  The 
country  has  then  been  divided  into  six  districts,  each  district 
comprising  in  general  two  Federal  Reserve  Districts.  A  Fed- 
eral Director  has  been  appointed  by  the  Secretary  of  the 
Treasury  to  direct  and  unify  the  work  of  the  State  Directors 
in  his  respective  territory.  The  work  of  the  Campaign  in  each 
state  is  centralized  in  the  office  of  the  State  Director.  The 
Executive  Staff  in  Washington,  together  with  the  six  Federal 
Directors,  is  endeavoring  to  unify  the  work  of  the  entire 
organization  throughout  the  country  and  to  furnish  material 
and  ideas  to  the  state  organizations. 

Mrs.  McNaught  expressed  just  what  the  War-Savings  Com- 
mittee had  in  mind  when  she  said  that  school  children  would 
have  a  very  important  effect  in  conveying  the  ideas  that  they 
would  get  in  school  on  these  national,  patriotic  subjects,  and 
the  war,  to  their  parents.  And  the  War-Savings  Committee 
has  planned  from  the  very  outset  to  make  the  fullest  use  of 
the  school  children.  With  that  end  in  view,  we  have  prepared 
a  plan  for  the  organization  of  what  we  term  War-Savings 
Societies.  It  is  planned  to  have  these  in  all  schools  in  this 
country  and  in  factories  and  among  other  groups  of  people. 
But  they  are  particularly  adaptable  to  the  schools. 

By  this  War-Savings  plan  any  ten  school  children  may 
pledge  themselves  to  systematic  savings,  to  economy,  and  to 
the  securing  of  new  members  who  will  take  this  same  pledge 
and  thus  form  a  War-Savings  Society.  That  is  the  point  of 
contact,  I  believe,  that  will  come  between  your  Junior  Red 
Cross  and  the  National  War-Savings  Committee,  through 
these  War  Savings  Societies  in  the  schools.    We  have  not  the 


COOPERATION    IN    WAR    SERVICE  99 

time  here  to  go  into  the  detail  of  these  Societies  but  we  want 
your  cooperation;  we  hope  you  will  do  everything  in  your 
power  to  make  the  Societies  a  success  in  the  schools. 

I  believe  we  are  all  working  for  the  same  thing,  the  winning  of 
the  war  and  the  best  interests  of  the  people.  We  hope  these 
War-Savings  Societies  and  the  results  of  their  work  will  last 
long  after  the  war  and  that  this  campaign  of  thrift  will  be  the 
instrument  by  which  much  of  the  waste  and  loss  of  the  war 
will  be  recompensed. 

In  the  last  minute  I  should  like  to  read  a  short  suggestion 
that  has  already  been  put  in  effect  by  the  Junior  Red  Cross  in 
the  Polytechnic  School  in  Pasadena,  California: 

Each  member  of  the  Junior  Red  Cross  of  the  Polytechnic  Elementary 
School  agrees  to  do  his  best  through  his  own  efforts  to  save  by  self- 
denial  or  to  earn  by  work  all  he  can,  and  with  every  twenty-five  cents 
($0.25)  thus  saved  to  purchase  a  United  States  Government  Thrift 
Starri^  and  place  it  on  his  Thrift  Stamp  Card.  Each  member  of  the 
Junior  Red  Cross  receives  a  United  States  Government  Thrift  Stamp 
Card  and  a  War  Thrift  Record  Card  upon  the  purchase  of  his  first 
Thrift  Stamp.  A  record  must  be  entered  on  the  War  Thrift  Record 
Card  as  to  how  he  saved  or  earned  all  amounts. 

To  the  first  member  who  has  saved  through  his  own  efforts,  one-half 
of  the  amount  necessary  to  purchase  a  War-Savings  Certificate,  a  like 
sum  will  be  given  so  that  he  may  purchase  a  Thrift  Certificate  which 
the  Government  will  redeem  for  one  hundred  dollars  ($100.00)  within 
five  years. 

To  the  member  whose  complete  record  of  the  purchase  of  the  Thrift 
Stamps  shows  the  most  ingenious  methods  of  earning  or  saving  the 
amount,  a  prize  of  ten  dollars  ($10.00)  in  Thrift  Stamps  will  be  given. 

Parents  are  urged  to  enter  into  and  encourage  the  efforts  made  by 
their  children  to  learn  economy,  self-denial,  and  how  to  work.  What 
finer  training  can  they  receive  than  through  such  efforts? 

In  addition  to  this,  their  efforts  to  help  our  country  through  the  pur- 
chase of  United  States  Government  Thrift  Stamps  will  awaken  greater 
patriotism. 

It  is  hoped  that  parents  will  cooperate  in  making  opportunities  for 
their  children  to  work  and  save;  making  gifts,  however,  or  otherwise 
destroying  the  child's  desire  to  accomplish  this  purpose  through  his 
own  efforts  would  defeat  the  purpose  itself. 


100  JUNIOR    RED    CROSS    SERVICE 

As  Dr.  Finley  is  Chairman  of  a  Committee  which  will  pro- 
mote the  War-Savings  work  as  well  as  being  a  Committeeman 
for  the  Junior  Red  Cross,  I  am  sure  a  most  satisfactory  scheme 
of  cooperation  can  be  devised. 

4.    Cooperation  With  Educational  Authorities 
A,  Remarks  of  F.  B.  Pearson 

State  Superintendent  of  Public  Instruction  for  Ohio 

I  heard  a  United  States  Senator  tell  what  he  claims  to  have 
knowledge  of,  of  a  little  Belgian  girl  whose  hands  had  both  been 
cut  off.  She  was  in  the  presence  of  the  surgeon  who  was  dress- 
ing the  wounds,  and  she  looked  up  into  his  face  and  said, 
"Doctor,  will  they  grow  out  again?"  And  whenever  I  see  the 
Red  Cross  symbol  and  whenever  any  appeal  is  made  for  any  of 
these  movements  in  which  we  are  interested,  I  can  hear  that 
little  girl's  voice,  "Doctor,  will  they  grow  out  again?" 

So  as  I  was  coming  over  here  I  was  thinking  of  a  letter  that 
I  am  formulating  to  send  out  to  our  folks,  about  which  I  was 
telling  Dr.  MacCracken.  I  am  going  to  send  out  a  letter  ask- 
ing our  people  out  in  Ohio  to  see  to  it  that  the  Red  Cross  sym- 
bol— it  is  in  most  of  our  homes ;  it  is  the  unusual  thing  around 
our  place  to  see  a  window  without  a  Red  Cross  symbol  in  it — 
but  to  have  a  Red  Cross  symbol  put  on  one  window  of  every 
school  room  and  class  room  in  our  State,  whether  public  school 
or  college,  or  normal  school,  or  any  other  kind  of  a  school.  I 
believe  that  will  give  some  children  an  opportunity  to  cooper- 
ate who  have  not  had  that  opportunity  hitherto.  Their  par- 
ents were  not  able  perhaps  to  join  the  Red  Cross.  But  here  is  a 
child  who  comes  into  the  school,  contributes  his  penny  there, 
and  secures  membership  for  his  room  and  his  class,  and  he  has 
an  investment  in  that  which  will  return  dividends  quite  satis- 
factorily. Then  he  will  carry  the  good  news  home,  and  you 
know  what  the  Eleventh  Commandment  is,  "Parents  obey  your 
children,"  and  the  first  thing  you  know  the  parents  are  going  to 
get  into  the  game  that  they  have  not  been  in  before. 

Then  along  with  that  I  think  I  am  going  to  add  a  supple- 
ment.    Perhaps  Sam  Walter  Foss  could  not  write  poetry; 


COOPERATION    IN    VV  Al^  =S  I^  &  V^I'dfc  'lOI 

maybe  the  critics  would  say  the  form  was  not  all  right,  but  I 
know  that  he  wrote  a  poem  that  fulfils  the  measure  of  the  soul ; 
and  as  all  day  long  I  have  been  here  just  absorbing  what  has 
taken  place  it  has  made  me  think  again  of  Sam  Walter  Foss' 
poem,  and  I  think  I  am  going  to  print  that  in  a  little  bulletin 
and  send  it  out  so  that  we  can  get  the  babies  from  four  years  up 
to  catch  the  spirit  of  it. 


The  House  by  The  Side  of  The  Road 

There  are  hermit  souls  that  live  withdrawn 

In  the  peace  of  their  self-content; 
There  are  souls  like  stars  that  dwell  apart, 

In  a  fellowless  firmament; 
There  are  pioneer  souls  that  blaze  their  paths 

Where  highways  never  ran; 
But  let  me  live  by  the  side  of  the  road 

And  be  a  friend  to  man. 

Let  me  live  in  a  house  by  the  side  of  the  road. 

Where  the  race  of  men  go  by. 
The  men  who  are  good  and  the  men  who  are  bad, 

As  good  and  as  bad  as  I. 
I  would  not  sit  in  the  scorner's  seat. 

Or  hurl  the  cynic's  ban; 
Let  me  live  in  a  house  by  the  side  of  the  road 

And  be  a  friend  to  man. 

I  see  from  my  house  by  the  side  of  the  road, 

By  the  side  of  the  highway  of  life. 
The  men  who  press  with  the  ardor  of  hope, 

The  men  who  are  faint  with  the  strife. 
But  I  turn  not  away  from  their  smiles  nor  their  tears, 

Both  parts  of  an  infinite  plan; 
Let  me  live  in  my  house  by  the  side  of  the  road 

And  be  a  friend  to  man. 

I  know  there  are  brook-gladdened  meadows  ahead 
And  mountains  of  wearisome  height; 


loa- ,  ;  •  :■   '  y^pV  N  1  O  k  .'R  L  D    CROSS    SERVICE 

That  the  road  passes  on  through  the  long  afternoon 

And  stretches  away  to  the  night. 
But  still  I  rejoice  when  the  travelers  rejoice, 

And  weep  with  the  strangers  that  moan, 
Nor  live  in  my  house  by  the  side  of  the  road 

Like  a  man  who  dwells  alone. 

Let  me  live  in  my  house  by  the  side  of  the  road 

Where  the  race  of  men  go  by ; 
They  are  good,  they  are  bad,  they  are  weak,  they  are  strong, 

Wise,  foolish — so  am  L 
Then  why  should  I  sit  in  the  scorner's  seat, 

Or  hurl  the  cynic's  ban? 
Let  me  live  in  my  house  by  the  side  of  the  road 

And  be  a  friend  to  man. 

Sam  Walter  Foss 


4.    Cooperation  With  Educational  Authorities 
B.  Remarks  of  James  Y.  Joyner 

State  Superintendent  of  Public  Instruction  for  North  Carolina 

I  have  but  a  word;  I  came  to  listen  and  learn,  and  not  to 
speak  this  time.  I  have  listened,  and  I  have  learned,  and  I  have 
been  inspired  by  this  meeting.  I  believe  that  the  teachers  have 
hold  of  the  big  end  of  this  problem  of  moving  the  folks  at  home 
to  do  their  bit  in  the  winning  of  this  war.  There  is  not  much 
lack  of  loyalty  among  the  masses  of  our  people  in  the  South. 
I  speak  of  them  because  I  know  them ;  and  I  presume  a  similar 
situation  exists  in  other  sections.  But  there  is  a  woeful  lack 
of  information  among  the  great  masses  of  the  people  in  the 
sparsely  settled  rural  districts.  I  believe  the  only  means  of  in- 
forming those  people,  who  are  of  patriotic  stock,  who  are  of 
patriotic  inclination,  but  who  lack  simply  information  about 
the  issues  involved  in  this  war  and  the  reasons  why  this  coun- 
try has  gone  to  war — lovers  of  peace  by  nature  as  they  are,  the 
only  effective  means  of  reaching  them  is  through  the  public 
school  and  the  children  of  the  public  school. 


COOPERATION    IN    WAR    SERVICE  IO3 

Leaving  that  matter  I  give  you  just  one  illustration  of  how 
we  have  tried  to  use  the  public  schools  for  this  purpose  of  in- 
forming the  people  away  from  organized  centers  of  cities  and 
towns,  where  they  can  get  together  and  hear  speeches  of  inspir- 
ation. We,  like  a  number  of  other  states,  are  doing  the  same 
thing.  I  got  out  a  little  pamphlet,  about  thirty-two  pages, 
containing  some  of  the  best  things  that  have  been  said  by  the 
best  folks  on  the  subject  of  why  America  is  in  this  war,  ar- 
ranged in  the  form  of  a  catechism,  question  and  answer,  to  be 
used  as  a  responsive  reading.  What  has  held  them  were  these 
three  things  that  have  been  emphasized  here,  and  which  I  am  glad 
to  see  this  Junior  Red  Cross  has  been  organized  to  carry  out, 
and  which  we  are  going  to  use  for  that  purpose — make,  save, 
serve:  patriotism,  liberty,  service. 

In  that  little  pamphlet  we  collected  also  such  information  as 
we  could  about  the  various  governmental  agencies  that  could 
be  utilized,  the  Red  Cross,  the  Council  of  Defense,  and  all  the 
various  agencies,  and  how  they  could  help  by  cooperating  with 
those  agencies;  what  the  State  has  done  through  those  agen- 
cies, and  was  doing,  and  so  on.    That  is  by  the  way. 

I  believe  the  time  has  come  to  use  the  children  to  instruct 
and  lead  the  old  folks  in  the  homes,  especially  in  the  sparsely 
populated  centers,  if  this  war  is  to  be  won.  I  just  wanted  to  em- 
phasize that. 

I  rejoice  in  this  Junior  Red  Cross  because  I  see  in  it  a  splen- 
didly organized  machine,  if  I  may  so  call  it,  through  which  we 
can  work  for  attainment,  and  through  which  we  can  direct 
the  activities  along  all  these  lines,  notably  for  moving  our  folks 
at  home  to  contribute  to  the  winning  of  this  war.  We  have 
been  in  danger  of  over-organization.  There  is  disintegration  in 
over-organization.  What  we  want  is  concentration  upon  a 
few  organizations,  and  the  concentration  of  each  of  those  organ- 
izations upon  a  few  essential  purposes. 

I  need  not  repeat  what  has  been  said  here,  and  what  we  all 
know  in  our  hearts,  that  the  great  problem  before  the  American 
people  and  the  world  is  the  winning  of  this  war  for  humanity 
and  freedom  and  justice  and  mercy.  Until  that  is  done 
the  public  schools,  like  all  other  organized  agencies,  every  one 


104  JUNIOR    RED    CROSS    SERVICE 

of  them,  should  be  considered  first  of  all  a  patriotic  association 
for  making  this  contribution  to  the  winning  of  this  war  for 
future  generations. 

It  may  take  some  time  from  those  other  things  that  are  the 
essential  parts  of  our  work,  but  we  must  give  that  time  now 
until  the  war  is  won.  We  can  lead  these  folks  at  home  to  do 
whatever  we  want  them  to  do  through  these  little  children. 

I  read  a  little  story  that  illustrates  that,  and  with  that  I  am 
done.  Somewhere  have  I  read  that  yonder  among  the  Alps  in 
Switzerland  when  the  flocks  of  the  Alpine  shepherd  have  ex- 
hausted the  green  fields  that  lie  at  the  foot  of  the  mountain, 
and  he  desires  to  lead  them  to  greater  heights  where  the  grass  is 
greener,  it  is  his  custom  to  take  the  tiniest  lamb  of  the  flock  in 
his  arms  and  lead  the  way.  And  just  as  long  and  just  as  far  as 
the  old  sheep,  the  fathers  and  mothers  of  lambs,  can  hear  the 
bleating  of  the  lamb,  they  follow,  follow,  follow. 

So  we  can  take  a  little  child  and  instruct  his  voice  aright,  and 
just  as  far  as  the  old  people  in  the  home  can  hear  his  voice 
calling,  calling,  calling  to  higher  planes,  they  will  follow,  follow, 
follow.  There  has  never  been  any  high  height  of  civilization  to 
which  humanity  has  not  been  led  through  the  love  of  the  little 
child.  I  think  somewhat  of  the  vision  of  the  old  prophet  cen- 
turies ago  as  he  looked  down  the  vista  of  the  years  to  come,  and 
with  eyes  of  prophecy  he  saw  that  the  heart  of  the  world  is 
yearning  for  universal  peace  to  cover  the  face  of  the  earth  as  the 
water  covers  the  face  of  the  sea,  when  the  lamb  and  the  lion 
shall  lie  down  together,  and  a  little  child  shall  lead  them. 

We  have  got  hold  of  the  strategic  point  of  this  whole  propo- 
sition. Let  us  consider  every  school  under  our  direction  as  a 
patriotic  association  or  organization  to  be  utilized  in  the  best 
possible  way  for  the  promotion  of  everything  that  tends  to  the 
winning  of  this  war. 


VII.    The  Junior  Red  Cross  at  Work 

I.   Junior  Red  Cross  Ideals 
Anna  Hedges  Talbot 

Director,  Bureau  of  Junior  Membership,  Atlantic  Division,  American  Red  Cross 
New  York  State  Specialist,  Vocational  Training  for  Girls 

Much  has  been  accomplished  since  the  initiation  of  this  work 
in  the  schools  last  September.  The  idea  of  production,  as 
such,  has  purposely  not  been  emphasized  because  children  are 
in  school  to  learn,  but  the  idea  of  producing  and  making  things 
is  already  a  part  of  our  school  work.  The  Junior  Red  Cross 
affords  a  means  of  greatly  extending  such  work  into  all  the 
schools  in  this  country  which  had  been  introduced  long  before 
many  of  us  thought  we  would  get  into  this  war.  The  State 
Education  Department  of  New  York  through  Commissioner 
Finley  authorized  and  sanctioned  Red  Cross  work  during  the 
school  day  as  a  part  of  the  vocational  or  manual  arts  program. 
In  New  York  State  credit  is  given  for  time  devoted  to  the  prac- 
tical arts,  and  with  the  assurance  that  Red  Cross  work  was  the 
equivalent  of  the  regular  work  in  these  lines,  credit  for  Red 
Cross  work  was  allowed.  Hence,  the  desire  of  the  pupils  to  do 
this  work  was  assisted  to  express  itself.  During  the  six  weeks 
previous  to  May  i,  three  thousand  girls  in  the  State  of 
New  York  turned  in  a  report  recording  fifteen  thousand 
articles,  which  had  been  accepted  by  the  local  Red  Cross 
Chapters.  These  articles  were  made  in  their  classrooms  by 
giving  on  an  average  of  one  hour  a  week  for  six  weeks.  Such 
fine  work  as  this  it  was  thought  should  become  a  national 
asset.  It  was  necessary  to  get  the  endorsement  of  the  Red 
Cross  officials  in  Washington  to  adopt  the  policy  of  enlisting 
the  aid  of  the  schools.  They  in  turn  had  to  be  convinced  by  the 
testimony  of  the  Chapter  officials,  who  had  received  this  work 
from  the  pupils.  This  came  from  the  Red  Cross  Chapter  in 
every  part  of  the  State  of  New  York.    The  Troy  Chapter  ex- 


I06  JUNIOR    RED    CROSS    SERVICE 

pressed  its  appreciation  of  the  work  of  the  school  pupils  by  giv- 
ing the  schools  a  thousand  dollars  to  put  into  Red  Cross  mate- 
rial, which  the  pupils  made  up  into  standardized  articles  for 
the  Chapter. 

State-wide  work  such  as  this  was  convincing  to  Washington, 
and  the  work  was  initiated  early  in  September  in  New  York 
State,  so  that  the  Atlantic  Division  is  now  well  under  way. 
Certificates  of  enrollment  have  been  given  to  about  five  hun- 
dred schools  in  New  York,  New  Jersey,  and  Connecticut.  This 
aggregates  more  than  two  hundred  thousand  children  and 
means  a  fund  for  the  Junior  Red  Cross  of  fifty  thousand  dollars 
thus  far  and  the  amount  grows  daily.  The  many  contributions, 
however,  are  but  a  slight  measure  of  the  interest  evolved  and 
the  service  rendered. 

One  ideal  which  is  basic  to  this  membership  of  schools  in  the 
Red  Cross  is  team  work  on  the  part  of  all  the  children  in  a 
school  to  create  a  fund  which  will  enable  their  school  to  become 
a  Red  Cross  Auxiliary.  Individual  effort,  in  the  making  of  use- 
ful things  and  in  the  saving  of  pennies  and  of  food  and  clothing 
through  economy  and  self  denial,  is  not  enough.  Each  child 
must  learn  the  invaluable  lesson  of  cooperation.  In  joining  the 
Red  Cross,  the  school  is  enrolled  en  masse,  and  the  sum  raised 
for  its  enrollment  represents  a  united  effort.  The  ideal  of  ser- 
vice through  sacrifice  is  the  strong  plea  made  by  the  Junior 
Red  Cross  to  the  children,  and  where  such  efforts  are  brought 
together  by  a  school,  the  result  in  spirit  among  the  children 
has  been  strikingly  illustrated  from  accounts  of  what  the  child- 
ren have  done  from  every  part  of  this  country.  As  the  men 
of  this  country  have  gotten  together  in  the  spirit  of  service 
and  sacrifice  to  form  an  army  which  will  work  to  end  this  war, 
so  the  children  in  the  schools  have  been  afforded  through  the 
Junior  Red  Cross  a  chance  to  get  together  in  their  schools — 
work,  save,  sacrifice,  and  serve,  to  form  a  home  army  to  assist 
to  the  extent  of  their  power,  to  encourage  by  their  spirit  of 
helpfulness  those  who  are  enduring  hardships  for  them. 

As  the  printed  work  does  not  carry  its  message  as  effectively 
nor  forcibly  as  does  the  pictured  word,  I  have  arranged  with 
the  National  Child  Welfare  Exhibit  Association  of  New  York  to 


JUNIOR    RED    CROSS    AT    WORK  I07 

put  these  Junior  Red  Cross  ideals  into  graphic  forms,  so  that 
the  children  in  the  schools  all  over  the  country  may  grasp  the 
meaning  of  these  ideals,  as  they  are  at  work  in  the  Junior  Red 
Cross  organization.  The  posters  may  be  placed  in  the  class- 
rooms where  pupils  may  see  the  pictured  ideas  of  saving,  earn- 
ing, producing  and  serving  others,  particularly  those  in  need. 

2.    Remarks  of  Justine  R.  Cook 

Director,  Bureau  of  Junior  Membership,  Chicago  Chapter 
American  Red  Cross 

The  Chicago  Chapter  has  cooperated  in  various  ways  with 
camp  directors.  We  are  working  on  one  thing  at  the  present 
time  that  may  be  of  some  interest  and  value.  We  find  that 
certain  military  supplies  are  very  difficult  to  secure  in  the 
market  articles  such  as  stretchers,  hospital  trays,  crutches, 
mess  tables,  operating  tables.  One  of  the  technical  schools  in 
Chicago  was  asked  to  make  duplicates  of  these  articles  which 
were  supplied  by  the  Medical  Supply  Depot,  located  in  Chi- 
cago. The  school  made  duplicates  and  it  was  agreed  by  the 
principals  and  instructors  that  from  a  school  point  of  view 
these  articles  had  stimulated  a  very  live  interest  and  presented 
most  desirable  problems.  They  also  made  blue  prints  and 
specifications  and  gave  us  an  estimate  on  the  approximate  cost 
in  lots  of  fifty.  We  find  that  an  output  in  the  schools  could  be 
put  forth  at  about  one-fourth  the  market  price.  I  have  the  blue 
prints  with  me  which  show  the  splendid  type  of  workmanship. 

If  the  government  needs  the  help  of  the  schools,  we  are 
prepared  in  Chicago  to  supply  any  number  of  these  articles  in 
accordance  with  government  specifications. 

We  are  also  in  touch  with  the  Y.  M.  C.  A.  camp  secretaries 
in  our  vicinity  and  with  the  Great  Lakes  Naval  Training 
Station.  A  plan  to  supply  certain  articles  of  furniture  through 
the  Manual  Training  Departments  seems  most  desirable.  The 
schools  are  anxious  to  establish  such  a  plan  of  cooperation. 

Throughout  the  British  Isles  the  wood-working  classes  above 
the  first  year  courses  are  devoting  their  entire  time  to  the 
making  of  articles  required  in  the  Hospitals. 


I08  JUNIOR    RED    CROSS    SERVICE 

We  found  that  a  supply  of  splints  was  needed.  These  were 
made  in  the  schools  and  distributed  through  our  Surgical 
Dressings  Department.  We  have  had  a  little  difficulty  in  dis- 
posing of  scrap  books,  but  through  our  Division  Headquarters 
we  communicated  with  the  Hospital  Directors  in  the  camps 
and  will  dispose  of  the  supply  in  this  way.  The  Y.  M.  C.  A. 
will  also  be  glad  to  have  us  send  a  number  to  their  camp  secre- 
taries for  distribution. 

The  boys  have  been  making  knitting  needles  for  use  in  the 
schools  and  we  have  been  able  to  sell  about  500  pairs  in  the 
Chicago  Chapter  Store  each  week.  It  is  of  great  importance  to 
establish  a  definite  way  of  disposing  of  such  articles  before 
encouraging  the  activity. 

To  confine  myself  just  to  the  subject  of  cooperation  with 
camp  directors  is  rather  difficult.  The  broader  scope  of  the 
work  in  the  Chicago  Chapter  has  been  the  making  of  garments 
for  refugees. 

I  should  like  to  give  a  brief  record  of  work  in  the  schools 
from  October  i,  1917,  to  January  i,  1918:  31,000  refugee  gar- 
ments were  sent  in.  There  are  300,000  pupils  in  Chicago 
schools,  so  you  can  readily  see  this  did  not  mean  any  particu- 
lar burden  on  one  child ;  but  it  is  a  real  contribution  when  you 
consider  31,000  garments  made  by  the  schools  in  less  than 
three  months'  time.  This  does  not  include  over  2,000  knitted 
garments,  1,000  surgical  dressings,  and  6,000  hospital  supplies 
which  were  also  completed. 

All  this  work  was  under  the  supervision  of  the  teachers  of  the 
Household  Arts  and  other  departments.  The  garments  have 
been  almost  beyond  criticism,  and  a  splendid  standard  of 
work. 

I  am  going  to  tell  you  an  incident  that  occurred  in  one  of  the 
schools  in  the  district  of  Chicago  where  the  children  in  attend- 
ance are  only  seventy  per  cent  American  born.  The  fact 
that  the  work  was  accomplished  by  first,  second,  third  and 
fourth  grade  pupils  also  makes  it  a  little  unusual.  At  the  be- 
ginning of  the  school  year  the  problems  of  back-stitching, 
hemming,  basting,  etc.,  were  planned  for  in  the  first  four 
grades.     It  was  also  decided  to  take  up  one  problem  whic^* 


JUNIOR    RED    CROSS    AT    WORK  IO9 

should  be  called  the  Red  Cross  Problem.  The  first  grade  was 
to  make  "fluff"  for  pillows,  the  second  was  to  sew  carpet  rags  for 
hospital  rugs,  and  the  third  and  fourth  to  piece  quilts.  Among 
the  children  the  interest  in  the  Red  Cross  problem  overshadowed 
all  else.  Cutting,  basting,  and  sewing  patches  for  dolls'  quilts 
grew  into  the  piecing  of  109  quilts  for  the  refugee  children  from 
these  four  grades.  All  the  different  stitches  were  included  in 
the  finished  articles,  and  the  children  had  the  joy  of  making 
something  which  would  be  sent  on  for  the  unfortunate  children 
of  France. 

The  splendid  work  accomplished  in  the  Chicago  schools 
would  not  have  been  possible  had  it  not  been  for  the  coopera- 
tion of  the  Board  of  Education  and  Superintendent  Shoop. 
From  the  very  beginning  the  finest  spirit  of  cooperation  came 
from  all  the  school  officials,  and  with  their  broad  visioning  they 
recognized  the  possibilities  in  the  Junior  Red  Cross. 

I  have  a  letter  from  Miss  Snow,  Supervisor  of  the  Household 
Arts  Department  which  says  that  more  has  been  accomplished 
this  year  than  ever  before,  and  that  the  teachers  and  principals 
agree  that  it  has  been  due  to  Red  Cross  work.  Superintendent 
Shoop  states  its  value  in  the  fact  that  it  gives  a  motive  to  the 
usual  school  problem.  It  is  not  only  meeting  a  present  need 
but  it  is  giving  an  outlet  for  this  restless  desire  for  patriotic 
service.  This  restless  spirit  swept  over  the  country.  You  felt 
it  and  I  felt  it  and  it  swept  through  the  public  schools;  so 
these  activities  give  some  outlet  for  this  desire  to  serve. 

You  cannot  help  being  a  bit  visionary  when  you  think  of  the 
Junior  Red  Cross.  We  are  preparing  the  boys  and  girls  for  the 
things  which  are  to  come.  We  do  not  know  what  they  will 
have  to  face.  We  do  not  know  the  trials,  burdens,  and  for- 
tunes which  are  ahead  of  them;  but  we  can  give  them  an 
equipment  through  a  deeper  feeling  of  obligation  and  through 
this  opportunity  for  service. 

They  will  be  less  selfish  and,  with  these  ideals  of  conserva- 
tion, patriotism,  industry,  and  humanity  a  part  of  their  daily 
life  now,  the  promise  for  future  good  citizenship  is  well 
assured. 


no         JUNIOR  RED  CROSS  SERVICE 

3.    Refugee  Garments 
Elizabeth  S.  Hoyt 

Assistant  to  the  General  Manager,  National  Headquarters 
American  Red  Cross 

I  have  been  asked  particularly  to  tell  you  of  the  need  for 
refugee  garments.  To  any  one  who  has  been  in  France  recently 
and  through  the  devastated  regions,  this  seems  like  asking  a 
man  who  has  rowed  across  the  Atlantic  to  tell  the  number  of 
times  he  dipped  his  blades  into  the  sea  and  to  describe  each 
stroke  in  detail.  It  would  take  me  just  as  long  to  tell  you  of 
the  needs  of  the  refugees,  and  in  the  end  it  would  be  just  as 
monotonous. 

I  propose,  therefore,  to  tell  you  of  the  conditions  under  which 
I  found  a  few  of  the  refugee  women  living,  and  some  figures 
from  which  you  can  do  the  necessary  multiplication. 

In  the  month  of  October,  it  was  estimated  that  there  were  in 
the  various  departments  in  France,  outside  of  the  Seine,  850,- 
000  refugees;  and  since  that  time  an  average  of  a  thousand  a 
day  have  entered  France  through  Evian  alone. 

In  what  was  once  a  little  village  just  east  of  Ham,  a  woman 
is  living  in  a  little  wooden  shack  such  as  New  England  farmers 
build  for  their  chickens.  The  Germans  captured  this  village 
very  early  in  the  war,  and  occupied  it  for  over  two  years.  The 
woman  with  her  husband  and  children  remained  throughout 
the  occupation  and  suffered  horrors  that  I  shall  not  even  try  to 
depict  for  you.  One  winter  morning,  incendiary  bombs  were 
placed  under  every  house  in  the  village,  and  the  inhabitants 
driven  forth  like  so  many  cattle,  across  country  under  fire  from 
their  own  French  guns,  their  village  in  flames  behind  them, 
and  on  into  Germany.  Families  were  separated  and  scattered, 
and  every  man,  woman,  and  child  was  put  to  work  for  the 
Germans.  This  particular  woman  lost  all  track  of  her  husband 
and  three  children ;  the  youngest  a  boy  of  eight,  and  the  oldest 
a  girl  of  fifteen.  After  several  months  of  hard  labor  and  under- 
feeding she  was  shipped  back  into  France  through  Switzerland, 
still^wearing  the  same  clothes  in  which  she  had  tramped  across 
France  and  labored  in  the  fields.    She  arrived  half  clad,  nearly 


JUNIOR    RED    CROSS    AT    WORK  III 

Starved  and  out  of  her  mind  with  fear  and  grief.  Because  she 
was  young  enough  and  strong  enough  to  till  her  fields,  she  was 
allowed  to  return  to  her  own  village,  now  in  French  hands 
again.  She  found  it  in  ruins,  not  a  familiar  landmark  left; 
she  could  not  even  find  the  street  in  which  her  house  had  once 
stood.  The  English  Quakers  built  her  a  wooden  hut,  gave  her 
a  straw  mattress  and  a  chair,  and  she  does  her  meagre  cooking 
in  tin  cans  over  a  few  fagots  in  front  of  the  shack.  She  has 
never  had  a  word  of  news  of  her  husband  and  children,  does  not 
know  where  any  of  them  are,  or  if  they  are  alive  or  dead.  I 
think  she  prays  that  they  may  be  dead.  But  she  does  not  stop 
working  for  France  and  her  parting  words  to  me  were  "On  les 
aura.  Mademoiselle." 

The  country  over  which  the  battle  of  the  Marne  was  fought 
is  now  the  most  peaceful  smiling  land  that  you  can  imagine. 
There  is  not  a  square  inch  of  it  that  is  not  under  cultivation, 
and  only  the  ruined  villages  and  the  innumerable  graves  scat- 
tered through  the  fields  remind  one  of  September,  19 14.  I  mo- 
tored through  early  in  September  this  year,  the  third  anniver- 
sary of  the  battle  of  the  Marne,  and  stopped  late  one  afternoon 
in  a  little  ruined  village  to  talk  to  two  old  women  of  over 
eighty,  who  were  sitting  on  a  stone  which  had  once  been  part  of 
the  walls  of  their  house.  The  village  was  only  a  heap  of  ruins, 
covered  here  and  there  with  clematis,  honeysuckle,  and  climb- 
ing tea  roses.  When  the  order  for  mobilization  came,  this 
village  had  500  inhabitants — 25  of  them  were  of  military  age 
and  left  immediately.  From  that  time  on,  the  village  had 
no  news.  They  did  not  know  against  whom  France  had 
mobilized  or  that  she  was  at  war.  One  morning  they  were 
startled  by  the  sound  of  firing  and  suddenly  the  streets  were 
filled  with  French  soldiers.  The  villagers  rushed  joyously  to 
greet  them,  only  to  be  told  to  run  for  their  lives — France  was  at 
war  with  Germany,  and  the  Germans  were  on  their  heels.  The 
inhabitants  rushed  out  of  the  town  through  a  neighboring  for- 
est, and  on  to  be  scattered  through  France.  A  little  handful  of 
the  old  people  unable  to  go  further,  remained  in  the  forest  for 
two  days  and  three  nights  living  on  berries  and  leaves,  amid 
the  falling  trees  and  bullets.    During  that  time  the  Germans 


112  JUNIOR    RED    CROSS    SERVICE 

took  and  lost  the  town  three  times — the  battle  of  the  Marne 
turned  here.  When  the  sound  of  the  firing  died  away  some- 
what, the  twelve  or  fifteen  old  people  crept  out  of  the  woods 
back  to  their  village,  to  find  that  it  had  been  wiped  off  the  face 
of  the  earth.  Not  a  wall  was  standing.  Where  houses  had 
stood  eighteen  or  twenty  feet  high,  there  were  piles  of  dead. 
They  dug  about  among  the  ruins  until  they  found  a  few  broken 
pickaxes  and  spades,  with  which  to  bury  their  dead.  After 
this,  they  cleared  an  opening  into  a  cellar  under  the  ruins,  and 
there  they  lived  for  two  and  one-half  years,  like  so  many 
rabbits.  At  the  end  of  that  time  the  English  Quakers  came 
along  and  built  a  few  wooden  huts  in  which  they  are  now  living 
without  a  single  one  of  the  things  which  we  consider  as  neces- 
sities. These  two  old  crones  till  their  fields,  often  with  gas 
masks  on,  and  under  frequent  air  raids.  They  told  me  their 
story  in  the  simplest  possible  manner,  and  then  with  great  in- 
terest asked  where  I  came  from.  When  I  admitted  that  I  was 
American — one  does  not  admit  it  until  forced  to,  because  their 
affection  and  gratitude  are  overwhelming — they  immediately 
supposed  that  I  had  been  in  France  since  before  the  submarine 
campaign  opened.  When  I  told  them  that  I  had  only  just  come 
over,  they  seized  my  hand,  and  gasped  saying:  "Oh  mon  Dieu! 
quel  courage." 

You  can  understand  the  state  of  utter  bewilderment  and 
terror  these  people  are  in  after  enduring  such  experiences. 
Most  of  them  have  lost  everything  but  life  itself,  and  are 
brought  to  the  distributing  stations,  or  hide  themselves  in  their 
cellars  and  shacks,  like  terrified  children.  Nothing  in  life  is  as 
they  have  ever  known  it  before.    They  need  help  of  every  kind. 

In  the  question  of  clothing,  if  we  are  to  help  them,  we  must 
consider  not  only  their  needs,  but  their  point  of  view.  The 
French  peasants  never  have  worn  bright  colors,  and  are  par- 
ticularly unwilling  to  do  so  now  as  they  do  not  consider  them 
suitable  under  present  conditions.  It  only  adds  to  their  dis- 
tress of  mind.  Remember  that  they  are  in  an  overwrought  con- 
dition, and  anything  unusual  adds  to  it  unnecessarily.  They 
have  some  prejudices  which  we  find  hard  to  understand.  Our 
job  at  the  present  minute  is  to  try  to  understand  these  preju- 


JUNIOR    RED    CROSS    AT    WORK  II3 

dices  and  to  give  in  to  them.  If  they  are  given  anything  which 
in  any  minute  detail  does  not  agree  with  what  they  have  had 
before,  they  are  thrown  into  the  greatest  excitement.  (I  have 
seen  a  grown  woman  thrown  into  frenzies  of  fear  at  being  asked 
to  wear  American  combinations.)  On  the  other  hand,  if  they 
are  given  something  they  recognize  and  know,  it  delights  and 
calms  them.  If  unfamiliar  children's  garments  are  sent,  of 
which  the  mothers  do  not  approve,  they  will  be  obliged  to  re- 
make them.  Most  of  them  are  working  in  the  munition  fac- 
tories or  in  the  fields,  or  are  old  and  ill.  We  must,  therefore, 
send  things  which  can  be  worn  immediately.  Every  garment 
that  leaves  America  should  be  made  of  the  strongest  possible 
material,  most  securely  sewn,  because  thread  and  needles  are 
among  the  scarcities  in  France  today.  The  clothes  are  washed 
by  rubbing  between  stones  in  the  village  streams.  Soap  is  now 
practically  unobtainable  and  hot  water  is  to  be  had  only  one 
day  a  week,  throughout  France. 

We  have  gone  into  this  question  of  clothing  most  thor- 
oughly and  have  issued  patterns  which  experience  has  taught 
will  fill  all  requirements.  Most  of  us  agree  that  the  models  and 
materials  are  atrociously  ugly,  but  that  is  entirely  unim- 
portant. They  are  what  the  French  people  want,  and,  there- 
fore, what  we  must  send  them. 

If  the  work  which  the  children  here  are  going  to  do  is  to  be  of 
use  to  the  children  as  well  as  to  the  people  over  there,  we  must 
teach  them  the  first  principle  of  helping  their  fellow  man — 
which  is,  to  help  him  in  the  way  he  wants  to  be  helped  and  the 
way  he  understands.  Tell  the  children  to  remember  when  they 
make  garments  that  some  child  when  presented  with  that  gar- 
ment is  going  to  be  soothed  instead  of  frightened.  Probably 
somebody  that  cannot  speak  his  language  is  going  to  give  it  to 
him,  and  if  he  sees  something  he  recognizes  it  is  going  to  make 
all  the  difference  in  his  feelings. 

A  great  many  people  to  whom  I  talk  disapprove  of  some  of 
the  models  we  send  over;  feelings  that  are  perhaps  natural 
from  our  point  of  view.  But  the  chief  thing  to  remember  is 
that  whether  or  not  we  entirely  agree  with  all  their  methods 
and  systems  over  there,  they  have  at  least  succeeded  in  produc- 


114  JUNIOR    RED    CROSS    SERVICE 

ing  a  race  by  which  the  whole  world  is  thrilled  today.  Our  first 
job  is  not  only  to  help,  but  to  help  in  a  way  which  they  will 
understand. 

4.   A  Tale  of  Two  Cities  ^ 

Wherever  a  competent  attempt  at  organization  has  been 
made,  the  question  of  what  the  boys  can  do  answers  itself  al- 
most automatically.  Experience  in  Plainfield,  N.  J.,  and  in 
Pittsburgh,  Pa.,  two  cities  where  a  great  deal  of  thought  has 
been  given  to  making  the  work  systematic  and  efficient  gives 
evidence  of  this  fact. 

The  Plainfield  High  School  has  developed  within  itself  a 
system  of  student  and  faculty  officials  and  specialized  commit- 
tees to  attend  to  different  branches  of  the  work.  This  adminis- 
trative work  may  be  done  as  efficiently  by  the  boys  as  by  the 
girls.  Of  the  six  working  units,  the  stenographic  unit  offers  equal 
opportunity  for  boys  and  girls,  while  the  woodworking  unit  is 
almost  exclusively  for  the  former.  The  stenographic  unit  sends 
a  volunteer  worker  each  afternoon  to  the  Chapter  Headquar- 
ters to  do  stenographic  work.  In  the  woodworking  unit,  up  to 
January  i,  nineteen  packing  cases,  one  large  bulletin  board, 
twenty-four  small  bulletin  boards,  and  eighteen  pairs  of 
knitting  needles  had  been  turned  out.  This  was  accomplished 
by  four  units,  with  a  total  enrollment  of  fifty,  working  in  rota- 
tion for  an  hour  and  a  half  after  school  on  Wednesdays  and 
Fridays.  Mr.  Hopper,  the  Plainfield  Director  of  Manual 
Training  in  the  schools,  attests  that  this  work  adds  motive  and 
educational  value  to  the  routine  which,  under  the  old  joint  and 
taboret  system,  was  lacking  in  these  elements. 

Pittsburgh  has  devised  for  its  Juniors  a  system  of  Senior 
Auxiliaries  to  keep  in  direct  touch  with  the  Chapter  Supply 
Service  Department.  The  Senior  Auxiliary  estimates  from 
experience  the  amount  of  work  which  can  be  done  during  a 
month  by  the  various  schools  in  its  district.  It  is  then  a  simple 
matter  to  apportion  and  adjust  the  work  allotted  them  by  the 
Supply  Service  Department.  All  work  is  sent  out  from  and 
returned  to  the  school  where  the  Senior  Auxiliary  is  located, 

^  Not  presented  at  the  conference. 


JUNIOR    RED    CROSS    AT    WORK  II5 

the  school  being  chosen  for  its  equipment  for  manual  and 
domestic  training  and  its  convenience  for  deliveries  and 
sub-deliveries.  Under  this  system  of  direct  contact  with 
Chapter  needs,  the  school  boys  have  been  given  the  work  of 
completely  outfitting  rooms  for  the  work  of  new  Red  Cross 
Auxiliaries.  This  includes  the  making  of  costumers,  cabinets 
for  surgical  dressings,  and  for  Red  Cross  supplies,  and  cutting 
and  work  tables.  The  boys  draw  up  their  own  plans  and  speci- 
fications, and  have  even  originated  and  patented  a  new  table 
for  surgical  dressings  work.  The  Auxiliaries  are  charged  only 
for  materials,  the  work  being  a  free  gift  on  the  part  of  the  boys. 
These  are  two  towns  which  have  solved  the  boy  problem  suc- 
cessfully. Their  experience  points  plainly  to  undeveloped  op- 
portunities which  other  communities  may  discover  with  a  little 
thought. 


VIII.    Resolutions  Adopted  by  the 
Conference 

We,  the  members  of  this  Conference,  held  at  the  Red  Cross 
Headquarters  in  Washington,  D.  C,  on  Monday,  January  7, 
1 91 8,  representing  agencies  of  democracy  interested  in  the  edu- 
cation of  the  children  of  the  land,  heartily  resolve,  in  response 
to  the  Proclamation  of  the  President  of  the  United  States,  to 
encourage  the  enrollment  of  all  the  children  of  our  schools. 
Public,  Private  and  Parochial,  in  the  Junior  Red  Cross,  and  to 
promote  those  activities  in  the  schools  through  which,  as  the 
President  suggests,  the  children  may  have  helpful  part  in  meet- 
ing the  Nation's  needs,  in  serving  not  only  their  own  several 
communities,  but  "other  communities  all  over  the  world,"  and 
in  learning  through  such  service  the  ways  to  good  citizenship. 

In  realizing  such  purposes  we  do  now  make  the  following  in- 
formal recommendations  as  substantially  representing  the 
sense  of  the  Conference  with  reference  to  the  subjects  presented 
to  us: 

THE  SCOPE  OF  THE  RED  CROSS  JUNIOR  MEMBERSHIP 

A .  Patriotic  War  Service 

We  believe  that  a  junior  organization  of  the  American  Red 
Cross  possesses  factors  which  mark  it  uniquely  as  a  channel  of 
patriotic  service  for  our  young  citizens : 

1.  The  President  of  the  United  States  is  its  President. 

2.  Its  international  relations  embody  the  highest  conception  of  patri- 
otism. 

3.  The  Red  Cross  policy  of  decentralization  with  immediate  transmis- 
sion of  information  from  National  to  Division  and  Chapter  Head- 
quarters insures  local  autonomy. 

4.  The  strong  plan  of  Chapter  organization  insures  a  public  sympa- 
thetically disposed  to  its  program. 


RESOLUTIONS    ADOPTED  II7 

5.  The  composition  of  the  Chapter  School  Committee  insures  educa- 
tional control  of  the  work  within  Chapter  boundaries. 

6.  The  Principal,  as  Chairman  of  his  School  Auxiliary,  has  within  his 
power  to  determine  the  extent  to  which  his  school  should  contribute 
in  the  work  of  patriotic  service. 

7.  The  ideals  of  the  Red  Cross  are  those  which  have  the  strongest  and 
most  direct  appeal  to  the  hearts  and  minds  of  youth  in  war-time. 
To  alleviate  the  wants  and  sufferings  of  others  affords  an  opportu- 
nity of  happy  service,  sheltered  by  which  our  children  may  escape 
many  of  the  blighting  influences  of  war. 

B.   Cooperation  in  War  Service 

We  would  have  our  children  not  merely  escape  the  ills  of 
war;  we  would  teach  them  to  be  in  a  constructive  way  citizens 
of  the  America  that  Is  to  be. 

We  regard  it  as  essential  that  the  Junior  Red  Cross  should 
undertake  to  teach  that  all  our  efforts  to  aid  the  Government 
are  essentially  one.  The  mobilization  of  our  Home  Guards; 
the  control  of  food,  fuel,  and  railways;  the  conservation  of 
clothes  and  spending  money,  and  other  forms  of  thrift  and 
economy  suggested  by  the  National  War-Savings  Committee; 
the  protection  of  the  Individual  and  the  community  in  the  con- 
ditions of  health  and  work  which  have  been  already  won — all 
these  are  Identical  with  the  alms  of  the  Junior  Red  Cross,  with 
the  volunteer  making  of  sweaters  and  garments,  of  packing 
boxes,  and  surgical  tables.  The  purpose  of  all  this  is  one :  tore- 
lease  to  the  Government  for  Its  vital  needs,  men,  money  and 
supplies.  Every  sweater  contributed  by  a  School  Auxiliary  Is 
a  step  in  conservation  just  as  truly  as  War-Savings  or  Food 
Pledges. 

Since  these  activities  are  essentially  one,  we  believe  that  the 
economy  of  the  school  program  demands  the  avoidance  of  con- 
flicting appeals  and  duplicating  organization.  The  Junior  Red 
Cross,  which  has  already  won  so  wide  a  measure  of  recognition 
In  the  school  field,  ofifers  its  organization  and  lines  of  approach 
to  other  national  programs  which  Include  the  schools,  and  will 
cooperate  to  the  fullest  extent  with  them  in  obtaining  a  wise 
economy  of  the  child's  time  and  strength. 


Il8  JUNIOR    RED    CROSS    SERVICE 

C.   Educational  Program 

We  believe  that  a  field  of  permanent  usefulness  may  be  found 
for  the  Junior  Red  Cross  in  the  promotion  of  activities  con- 
cerned with  instruction  in  better  citizenship  through — 

1.  Development  of  public  and  private  well-being: 

a.  Personal  hygiene 

b.  Public  health 

c.  Cooperation  with  the  nurse 

d.  Protection  and  rescue 

e.  Vocational  training  in  Red  Cross  Work 

2.  Promotion  of  international  good-will  through  mutual  knowledge  and 

appreciation : 

a.  Folk  song  and  dance 

b.  Drama 

c.  Ways  of  living 

d.  Protecting  the  child's  heritage  in  nature 

e.  The  International  Red  Cross 

3.  Study  in  national  ideals: 

a.  American  character  illustrated  through  literature  and  history 

b.  Americanization  of  the  immigrant 

c.  Self-expression  through  civics 

D.  Cooperation  with  Educational  Organizations 

We  believe  that  the  Junior  Red  Cross  can  wisely  cooperate 
with  national  associations  concerned,  and  with  educational 
authorities  generally,  in  encouraging  a  nation-wide  recognition 
of  the  value  of  early  training  and  devoted  service  in  the  above 
program. 

E.  Development  of  Field  Organization 

We  believe  that  steps  should  at  once  be  taken  to  insure  a 
more  effective  organization  by  stimulating  the  activity  of 
School  Committees;  by  enlisting  Junior  Directors  in  Chapters 
wherever  feasible;  and  by  a  closer  cooperation  with  the  or- 
ganized forces  of  the  educational  departments  of  the  States 
and  the  United  States  Bureau  of  Education. 

F.  Work  for  other  Children 

We  approve  of  the  plan  to  have  the  children  work  as  much  as 
possible  for  other  children,  believing  that  a  better  international 
understanding  will  one  day  result  from  such  humble  service. 


RESOLUTIONS    ADOPTED  II9 

G,   Bulletin 

We  approve  the  plan  of  a  Red  Cross  School  Letter  or  Bulle- 
tin, believing  that  appeals  for  war  service  to  children  require 
special  editing. 

H.  We  recommend  that  the  appointment  of  State  Committees 
be  left  to  the  decision  of  Division  Managers  of  the  Red  Cross 
after  conference  with  the  several  State  Superintendents  of 
Instruction. 

I.  We  recommend  that  for  the  present  School  Auxiliaries 
which  have  already  contributed  their  membership  quota  to 
Red  Cross  purposes,  and  which  agree  to  respond  to  all  Red 
Cross  calls  for  service,  be  permitted  to  devote  surplus  contri- 
butions upon  occasion  to  other  relief  work  affiliated  with  the 
Red  Cross;  but  such  action  must  be  approved  by  the  Chapter 
School  Committee. 

/.  We  recommend  that  in  order  to  link  together  service  and 
sacrifice  as  far  as  possible,  the  children  of  School  Auxiliaries  be 
taught  to  save  or  earn  their  own  funds,  and  that  such  invest- 
ments as  the  Red  Cross  Organizations  make  should,  as  far  as 
possible,  be  made  in  War-Savings  or  other  Government  se- 
curities. 

Signed  : 
John  D.  Shoop,  Chairman 

Superintendent  of  Schools  for  Chicago;  Member, 
War-Savings  Education  Committee 

Edwin  Greenlaw 

Professor  of  English — University  of  North  Carolina 
Gilbert  H.  Grosvenor 

Director  and  Editor,  National  Geographic  Society 
James  N.  Rule 

Principal  of  Schenley  High  School,  Pittsburgh,  Pa. 

Henry  E.  Jackson 

Special  Agent  in  Community  Organization;  U.  S. 
Bureau  of  Education 

H.  N.  MacCracken 

Director,  Junior  Membership  and  School  Activities, 
American  Red  Cross 


^  2l-i00m-8.'34 


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